writers workshop informational writing writing about reading
TRANSCRIPT
Writers Workshop
Informational Writing
Writing About Reading
Bend 1
Planning and Drafting Companion
Books
Writing about Reading
Supplies1 Readerrsquos Notebook
2 A fiction book you LOVEbull Something yoursquove read before and want to read
againbull The next book in a series you really enjoybull A new book that came out that you have been
waiting to readbull Or a favorite book yoursquove read in school for a
book club
Reading Day
Session One
Writing about Reading with Voice
and Investment
ConnectionChallenge ndash To make writing about reading become
important to you
Real World Informational Writing
Writing about a subject you know well
Examples bull Astronomers write good informational articles
about black holes that reflect what they know love and notice
bull Good informational writing about sports reflects what sports fans know love and notice
Your informational writing about reading needs to reflect what you know and love and notice about reading and about the books you read
Teaching TargetldquoReading is not walking on words It is grasping the soul
of themrdquo Paulo FreireThe best way to grasp ldquothe soulrdquo of what you are reading is by writing about it
Today I want to challenge you to begin to write about reading with
bull Intensitybull Energybull Thoughtfulnessbull Power
Goal Write about reading so you LIKE the writing you do
Turn and TalkThink about a time recently when you couldnrsquot stop yourself from writing
bull A text messagebull An emailbull A note to someonebull A post on Facebookbull Maybe you were so mad you had to tell someonebull Maybe you were confused about what was going
on and wanted answersbull Maybe you were excited about some good newsbull Maybe you heard or saw something so funny you
had to share it with someone
Discuss with your partner how that writing sounded like you
Active Engagement
The Stolen Party
By Lilana Heker
The Stolen Party
Entire Story
Turn to a clean page in the workshop section of your readers notebook
Listen as I read the beginning of a short story to you
Listen as writers whoHear moreSee moreThink moreFeel more
As I read or when I am done reading write ANY WAY you want about what I just read
bullListbullDescribebullChartbullMapbullSketch
Anything to show you are trying to grasp the soul of this story
Bend 1
Planning and Drafting Companion
Books
Writing about Reading
Supplies1 Readerrsquos Notebook
2 A fiction book you LOVEbull Something yoursquove read before and want to read
againbull The next book in a series you really enjoybull A new book that came out that you have been
waiting to readbull Or a favorite book yoursquove read in school for a
book club
Reading Day
Session One
Writing about Reading with Voice
and Investment
ConnectionChallenge ndash To make writing about reading become
important to you
Real World Informational Writing
Writing about a subject you know well
Examples bull Astronomers write good informational articles
about black holes that reflect what they know love and notice
bull Good informational writing about sports reflects what sports fans know love and notice
Your informational writing about reading needs to reflect what you know and love and notice about reading and about the books you read
Teaching TargetldquoReading is not walking on words It is grasping the soul
of themrdquo Paulo FreireThe best way to grasp ldquothe soulrdquo of what you are reading is by writing about it
Today I want to challenge you to begin to write about reading with
bull Intensitybull Energybull Thoughtfulnessbull Power
Goal Write about reading so you LIKE the writing you do
Turn and TalkThink about a time recently when you couldnrsquot stop yourself from writing
bull A text messagebull An emailbull A note to someonebull A post on Facebookbull Maybe you were so mad you had to tell someonebull Maybe you were confused about what was going
on and wanted answersbull Maybe you were excited about some good newsbull Maybe you heard or saw something so funny you
had to share it with someone
Discuss with your partner how that writing sounded like you
Active Engagement
The Stolen Party
By Lilana Heker
The Stolen Party
Entire Story
Turn to a clean page in the workshop section of your readers notebook
Listen as I read the beginning of a short story to you
Listen as writers whoHear moreSee moreThink moreFeel more
As I read or when I am done reading write ANY WAY you want about what I just read
bullListbullDescribebullChartbullMapbullSketch
Anything to show you are trying to grasp the soul of this story
Writing about Reading
Supplies1 Readerrsquos Notebook
2 A fiction book you LOVEbull Something yoursquove read before and want to read
againbull The next book in a series you really enjoybull A new book that came out that you have been
waiting to readbull Or a favorite book yoursquove read in school for a
book club
Reading Day
Session One
Writing about Reading with Voice
and Investment
ConnectionChallenge ndash To make writing about reading become
important to you
Real World Informational Writing
Writing about a subject you know well
Examples bull Astronomers write good informational articles
about black holes that reflect what they know love and notice
bull Good informational writing about sports reflects what sports fans know love and notice
Your informational writing about reading needs to reflect what you know and love and notice about reading and about the books you read
Teaching TargetldquoReading is not walking on words It is grasping the soul
of themrdquo Paulo FreireThe best way to grasp ldquothe soulrdquo of what you are reading is by writing about it
Today I want to challenge you to begin to write about reading with
bull Intensitybull Energybull Thoughtfulnessbull Power
Goal Write about reading so you LIKE the writing you do
Turn and TalkThink about a time recently when you couldnrsquot stop yourself from writing
bull A text messagebull An emailbull A note to someonebull A post on Facebookbull Maybe you were so mad you had to tell someonebull Maybe you were confused about what was going
on and wanted answersbull Maybe you were excited about some good newsbull Maybe you heard or saw something so funny you
had to share it with someone
Discuss with your partner how that writing sounded like you
Active Engagement
The Stolen Party
By Lilana Heker
The Stolen Party
Entire Story
Turn to a clean page in the workshop section of your readers notebook
Listen as I read the beginning of a short story to you
Listen as writers whoHear moreSee moreThink moreFeel more
As I read or when I am done reading write ANY WAY you want about what I just read
bullListbullDescribebullChartbullMapbullSketch
Anything to show you are trying to grasp the soul of this story
Reading Day
Session One
Writing about Reading with Voice
and Investment
ConnectionChallenge ndash To make writing about reading become
important to you
Real World Informational Writing
Writing about a subject you know well
Examples bull Astronomers write good informational articles
about black holes that reflect what they know love and notice
bull Good informational writing about sports reflects what sports fans know love and notice
Your informational writing about reading needs to reflect what you know and love and notice about reading and about the books you read
Teaching TargetldquoReading is not walking on words It is grasping the soul
of themrdquo Paulo FreireThe best way to grasp ldquothe soulrdquo of what you are reading is by writing about it
Today I want to challenge you to begin to write about reading with
bull Intensitybull Energybull Thoughtfulnessbull Power
Goal Write about reading so you LIKE the writing you do
Turn and TalkThink about a time recently when you couldnrsquot stop yourself from writing
bull A text messagebull An emailbull A note to someonebull A post on Facebookbull Maybe you were so mad you had to tell someonebull Maybe you were confused about what was going
on and wanted answersbull Maybe you were excited about some good newsbull Maybe you heard or saw something so funny you
had to share it with someone
Discuss with your partner how that writing sounded like you
Active Engagement
The Stolen Party
By Lilana Heker
The Stolen Party
Entire Story
Turn to a clean page in the workshop section of your readers notebook
Listen as I read the beginning of a short story to you
Listen as writers whoHear moreSee moreThink moreFeel more
As I read or when I am done reading write ANY WAY you want about what I just read
bullListbullDescribebullChartbullMapbullSketch
Anything to show you are trying to grasp the soul of this story
Session One
Writing about Reading with Voice
and Investment
ConnectionChallenge ndash To make writing about reading become
important to you
Real World Informational Writing
Writing about a subject you know well
Examples bull Astronomers write good informational articles
about black holes that reflect what they know love and notice
bull Good informational writing about sports reflects what sports fans know love and notice
Your informational writing about reading needs to reflect what you know and love and notice about reading and about the books you read
Teaching TargetldquoReading is not walking on words It is grasping the soul
of themrdquo Paulo FreireThe best way to grasp ldquothe soulrdquo of what you are reading is by writing about it
Today I want to challenge you to begin to write about reading with
bull Intensitybull Energybull Thoughtfulnessbull Power
Goal Write about reading so you LIKE the writing you do
Turn and TalkThink about a time recently when you couldnrsquot stop yourself from writing
bull A text messagebull An emailbull A note to someonebull A post on Facebookbull Maybe you were so mad you had to tell someonebull Maybe you were confused about what was going
on and wanted answersbull Maybe you were excited about some good newsbull Maybe you heard or saw something so funny you
had to share it with someone
Discuss with your partner how that writing sounded like you
Active Engagement
The Stolen Party
By Lilana Heker
The Stolen Party
Entire Story
Turn to a clean page in the workshop section of your readers notebook
Listen as I read the beginning of a short story to you
Listen as writers whoHear moreSee moreThink moreFeel more
As I read or when I am done reading write ANY WAY you want about what I just read
bullListbullDescribebullChartbullMapbullSketch
Anything to show you are trying to grasp the soul of this story
ConnectionChallenge ndash To make writing about reading become
important to you
Real World Informational Writing
Writing about a subject you know well
Examples bull Astronomers write good informational articles
about black holes that reflect what they know love and notice
bull Good informational writing about sports reflects what sports fans know love and notice
Your informational writing about reading needs to reflect what you know and love and notice about reading and about the books you read
Teaching TargetldquoReading is not walking on words It is grasping the soul
of themrdquo Paulo FreireThe best way to grasp ldquothe soulrdquo of what you are reading is by writing about it
Today I want to challenge you to begin to write about reading with
bull Intensitybull Energybull Thoughtfulnessbull Power
Goal Write about reading so you LIKE the writing you do
Turn and TalkThink about a time recently when you couldnrsquot stop yourself from writing
bull A text messagebull An emailbull A note to someonebull A post on Facebookbull Maybe you were so mad you had to tell someonebull Maybe you were confused about what was going
on and wanted answersbull Maybe you were excited about some good newsbull Maybe you heard or saw something so funny you
had to share it with someone
Discuss with your partner how that writing sounded like you
Active Engagement
The Stolen Party
By Lilana Heker
The Stolen Party
Entire Story
Turn to a clean page in the workshop section of your readers notebook
Listen as I read the beginning of a short story to you
Listen as writers whoHear moreSee moreThink moreFeel more
As I read or when I am done reading write ANY WAY you want about what I just read
bullListbullDescribebullChartbullMapbullSketch
Anything to show you are trying to grasp the soul of this story
Teaching TargetldquoReading is not walking on words It is grasping the soul
of themrdquo Paulo FreireThe best way to grasp ldquothe soulrdquo of what you are reading is by writing about it
Today I want to challenge you to begin to write about reading with
bull Intensitybull Energybull Thoughtfulnessbull Power
Goal Write about reading so you LIKE the writing you do
Turn and TalkThink about a time recently when you couldnrsquot stop yourself from writing
bull A text messagebull An emailbull A note to someonebull A post on Facebookbull Maybe you were so mad you had to tell someonebull Maybe you were confused about what was going
on and wanted answersbull Maybe you were excited about some good newsbull Maybe you heard or saw something so funny you
had to share it with someone
Discuss with your partner how that writing sounded like you
Active Engagement
The Stolen Party
By Lilana Heker
The Stolen Party
Entire Story
Turn to a clean page in the workshop section of your readers notebook
Listen as I read the beginning of a short story to you
Listen as writers whoHear moreSee moreThink moreFeel more
As I read or when I am done reading write ANY WAY you want about what I just read
bullListbullDescribebullChartbullMapbullSketch
Anything to show you are trying to grasp the soul of this story
Turn and TalkThink about a time recently when you couldnrsquot stop yourself from writing
bull A text messagebull An emailbull A note to someonebull A post on Facebookbull Maybe you were so mad you had to tell someonebull Maybe you were confused about what was going
on and wanted answersbull Maybe you were excited about some good newsbull Maybe you heard or saw something so funny you
had to share it with someone
Discuss with your partner how that writing sounded like you
Active Engagement
The Stolen Party
By Lilana Heker
The Stolen Party
Entire Story
Turn to a clean page in the workshop section of your readers notebook
Listen as I read the beginning of a short story to you
Listen as writers whoHear moreSee moreThink moreFeel more
As I read or when I am done reading write ANY WAY you want about what I just read
bullListbullDescribebullChartbullMapbullSketch
Anything to show you are trying to grasp the soul of this story
Active Engagement
The Stolen Party
By Lilana Heker
The Stolen Party
Entire Story
Turn to a clean page in the workshop section of your readers notebook
Listen as I read the beginning of a short story to you
Listen as writers whoHear moreSee moreThink moreFeel more
As I read or when I am done reading write ANY WAY you want about what I just read
bullListbullDescribebullChartbullMapbullSketch
Anything to show you are trying to grasp the soul of this story
Working with the TextHand out a copy of page one of ldquoStolen Partyrdquo
bull Begin to read quietly with your partner alternating paragraphs
bull Read a small portion of the story until you come to a natural stopping point
STOP and JOT ndash whatever that looks like
Mid Workshop ndash Gallery WalkImagining the Possibilities
It is hard to create what you canrsquot imagine
Use the ideas of others to inspire what you do
You donrsquot have to copy someone else but use their work to help you imagine how yours could be different or better
I have put copies of 6 students writing about reading around the room -
bull Visit the different areas read and Silently examine their writing
bull Return to your writing inspired by what you sawndash bull Add somethingbull Change somethingbull Start over doing something new
Samples123 (3examples)4
ReflectingChallenge one is to write so you like your writingChallenge two is for your writing to show intense potent and deep thinking about the text
Reflect on the writing you did today ndash mentally answer these questions
1 What did you like better about it then the writing you usually do about reading
2 What is different in this kind of writing3 Where you inspired by the gallery walk How
Turn and TalkSharing your thinking about writing about reading
bull Use one of the prompts below to start a conversation with your partner
bull Do not share the writing your did today(we want to work on it more before we share)
bull Discuss using the prompt how your ideas about writing about what you have read are changingI used to thinkhellip
But now I am realizinghellip
My ideas abouthellipare complicatedOn the one hand I thinkhellipon the
other hand I thinkhellip
Some people thinkhellipBut I believehellip
When I firsthellipI thoughthellipBut now when I hellipI realize that
reallyhellip
Homework
Committing to a Bookbull Is this a good book for you Ask
yourselfndash Am I connected to the bookndash Can I push myself to try and
understand it through and through
ndash If you answer yes read 30 minutes
ndash If you answer no find a new book and read 30 minutes
Write to add to your Readingbull While reading
ndash Find a way to write that adds to your reading
ndash Jot on post-it notes paste them in your notebook and write around them
ndash Jot quick notes and then circle the big ideas and expand them
Bring your writing about reading to class tomorrow to share
Reading Day
Session 2
Using Graphics to Think and Rethink about Literature
How to capture ideas about reading
Thinking about what is on the page
And
Rethinking what is on the page
Some ways to map your thinking about reading
bull Color Codebull LayeredCategorized Post-it notesbull StarsNumbersArrowsbull Diagrams
What to think aboutbull Notice what the author has done with the
words how have they shown you the information
bull Ask yourself WHY has the author written the way they have why did they chose to put the words together that way
Pictures of different ways to think about reading
Use Shift create some analysis Flashback chaptersEvents that effect Chris and those that effect Chris and Win
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Mid Workshop ndash Gallery WalkImagining the Possibilities
It is hard to create what you canrsquot imagine
Use the ideas of others to inspire what you do
You donrsquot have to copy someone else but use their work to help you imagine how yours could be different or better
I have put copies of 6 students writing about reading around the room -
bull Visit the different areas read and Silently examine their writing
bull Return to your writing inspired by what you sawndash bull Add somethingbull Change somethingbull Start over doing something new
Samples123 (3examples)4
ReflectingChallenge one is to write so you like your writingChallenge two is for your writing to show intense potent and deep thinking about the text
Reflect on the writing you did today ndash mentally answer these questions
1 What did you like better about it then the writing you usually do about reading
2 What is different in this kind of writing3 Where you inspired by the gallery walk How
Turn and TalkSharing your thinking about writing about reading
bull Use one of the prompts below to start a conversation with your partner
bull Do not share the writing your did today(we want to work on it more before we share)
bull Discuss using the prompt how your ideas about writing about what you have read are changingI used to thinkhellip
But now I am realizinghellip
My ideas abouthellipare complicatedOn the one hand I thinkhellipon the
other hand I thinkhellip
Some people thinkhellipBut I believehellip
When I firsthellipI thoughthellipBut now when I hellipI realize that
reallyhellip
Homework
Committing to a Bookbull Is this a good book for you Ask
yourselfndash Am I connected to the bookndash Can I push myself to try and
understand it through and through
ndash If you answer yes read 30 minutes
ndash If you answer no find a new book and read 30 minutes
Write to add to your Readingbull While reading
ndash Find a way to write that adds to your reading
ndash Jot on post-it notes paste them in your notebook and write around them
ndash Jot quick notes and then circle the big ideas and expand them
Bring your writing about reading to class tomorrow to share
Reading Day
Session 2
Using Graphics to Think and Rethink about Literature
How to capture ideas about reading
Thinking about what is on the page
And
Rethinking what is on the page
Some ways to map your thinking about reading
bull Color Codebull LayeredCategorized Post-it notesbull StarsNumbersArrowsbull Diagrams
What to think aboutbull Notice what the author has done with the
words how have they shown you the information
bull Ask yourself WHY has the author written the way they have why did they chose to put the words together that way
Pictures of different ways to think about reading
Use Shift create some analysis Flashback chaptersEvents that effect Chris and those that effect Chris and Win
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
ReflectingChallenge one is to write so you like your writingChallenge two is for your writing to show intense potent and deep thinking about the text
Reflect on the writing you did today ndash mentally answer these questions
1 What did you like better about it then the writing you usually do about reading
2 What is different in this kind of writing3 Where you inspired by the gallery walk How
Turn and TalkSharing your thinking about writing about reading
bull Use one of the prompts below to start a conversation with your partner
bull Do not share the writing your did today(we want to work on it more before we share)
bull Discuss using the prompt how your ideas about writing about what you have read are changingI used to thinkhellip
But now I am realizinghellip
My ideas abouthellipare complicatedOn the one hand I thinkhellipon the
other hand I thinkhellip
Some people thinkhellipBut I believehellip
When I firsthellipI thoughthellipBut now when I hellipI realize that
reallyhellip
Homework
Committing to a Bookbull Is this a good book for you Ask
yourselfndash Am I connected to the bookndash Can I push myself to try and
understand it through and through
ndash If you answer yes read 30 minutes
ndash If you answer no find a new book and read 30 minutes
Write to add to your Readingbull While reading
ndash Find a way to write that adds to your reading
ndash Jot on post-it notes paste them in your notebook and write around them
ndash Jot quick notes and then circle the big ideas and expand them
Bring your writing about reading to class tomorrow to share
Reading Day
Session 2
Using Graphics to Think and Rethink about Literature
How to capture ideas about reading
Thinking about what is on the page
And
Rethinking what is on the page
Some ways to map your thinking about reading
bull Color Codebull LayeredCategorized Post-it notesbull StarsNumbersArrowsbull Diagrams
What to think aboutbull Notice what the author has done with the
words how have they shown you the information
bull Ask yourself WHY has the author written the way they have why did they chose to put the words together that way
Pictures of different ways to think about reading
Use Shift create some analysis Flashback chaptersEvents that effect Chris and those that effect Chris and Win
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Turn and TalkSharing your thinking about writing about reading
bull Use one of the prompts below to start a conversation with your partner
bull Do not share the writing your did today(we want to work on it more before we share)
bull Discuss using the prompt how your ideas about writing about what you have read are changingI used to thinkhellip
But now I am realizinghellip
My ideas abouthellipare complicatedOn the one hand I thinkhellipon the
other hand I thinkhellip
Some people thinkhellipBut I believehellip
When I firsthellipI thoughthellipBut now when I hellipI realize that
reallyhellip
Homework
Committing to a Bookbull Is this a good book for you Ask
yourselfndash Am I connected to the bookndash Can I push myself to try and
understand it through and through
ndash If you answer yes read 30 minutes
ndash If you answer no find a new book and read 30 minutes
Write to add to your Readingbull While reading
ndash Find a way to write that adds to your reading
ndash Jot on post-it notes paste them in your notebook and write around them
ndash Jot quick notes and then circle the big ideas and expand them
Bring your writing about reading to class tomorrow to share
Reading Day
Session 2
Using Graphics to Think and Rethink about Literature
How to capture ideas about reading
Thinking about what is on the page
And
Rethinking what is on the page
Some ways to map your thinking about reading
bull Color Codebull LayeredCategorized Post-it notesbull StarsNumbersArrowsbull Diagrams
What to think aboutbull Notice what the author has done with the
words how have they shown you the information
bull Ask yourself WHY has the author written the way they have why did they chose to put the words together that way
Pictures of different ways to think about reading
Use Shift create some analysis Flashback chaptersEvents that effect Chris and those that effect Chris and Win
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Homework
Committing to a Bookbull Is this a good book for you Ask
yourselfndash Am I connected to the bookndash Can I push myself to try and
understand it through and through
ndash If you answer yes read 30 minutes
ndash If you answer no find a new book and read 30 minutes
Write to add to your Readingbull While reading
ndash Find a way to write that adds to your reading
ndash Jot on post-it notes paste them in your notebook and write around them
ndash Jot quick notes and then circle the big ideas and expand them
Bring your writing about reading to class tomorrow to share
Reading Day
Session 2
Using Graphics to Think and Rethink about Literature
How to capture ideas about reading
Thinking about what is on the page
And
Rethinking what is on the page
Some ways to map your thinking about reading
bull Color Codebull LayeredCategorized Post-it notesbull StarsNumbersArrowsbull Diagrams
What to think aboutbull Notice what the author has done with the
words how have they shown you the information
bull Ask yourself WHY has the author written the way they have why did they chose to put the words together that way
Pictures of different ways to think about reading
Use Shift create some analysis Flashback chaptersEvents that effect Chris and those that effect Chris and Win
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Reading Day
Session 2
Using Graphics to Think and Rethink about Literature
How to capture ideas about reading
Thinking about what is on the page
And
Rethinking what is on the page
Some ways to map your thinking about reading
bull Color Codebull LayeredCategorized Post-it notesbull StarsNumbersArrowsbull Diagrams
What to think aboutbull Notice what the author has done with the
words how have they shown you the information
bull Ask yourself WHY has the author written the way they have why did they chose to put the words together that way
Pictures of different ways to think about reading
Use Shift create some analysis Flashback chaptersEvents that effect Chris and those that effect Chris and Win
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Session 2
Using Graphics to Think and Rethink about Literature
How to capture ideas about reading
Thinking about what is on the page
And
Rethinking what is on the page
Some ways to map your thinking about reading
bull Color Codebull LayeredCategorized Post-it notesbull StarsNumbersArrowsbull Diagrams
What to think aboutbull Notice what the author has done with the
words how have they shown you the information
bull Ask yourself WHY has the author written the way they have why did they chose to put the words together that way
Pictures of different ways to think about reading
Use Shift create some analysis Flashback chaptersEvents that effect Chris and those that effect Chris and Win
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
How to capture ideas about reading
Thinking about what is on the page
And
Rethinking what is on the page
Some ways to map your thinking about reading
bull Color Codebull LayeredCategorized Post-it notesbull StarsNumbersArrowsbull Diagrams
What to think aboutbull Notice what the author has done with the
words how have they shown you the information
bull Ask yourself WHY has the author written the way they have why did they chose to put the words together that way
Pictures of different ways to think about reading
Use Shift create some analysis Flashback chaptersEvents that effect Chris and those that effect Chris and Win
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
What to think aboutbull Notice what the author has done with the
words how have they shown you the information
bull Ask yourself WHY has the author written the way they have why did they chose to put the words together that way
Pictures of different ways to think about reading
Use Shift create some analysis Flashback chaptersEvents that effect Chris and those that effect Chris and Win
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Pictures of different ways to think about reading
Use Shift create some analysis Flashback chaptersEvents that effect Chris and those that effect Chris and Win
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Active Engagementbull With your partner bull Read the next section of the storybull The Stolen Party
Map your Thinkingbull Look at your responses to this writing
from yesterdaybull Try to respond differently today ndash use
different method to think about your reading
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Whole Class Share
How did you map your thinking about reading
Remember
We are looking at different ways to think and write that thinking down
We are not looking to decode this story
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Work Time
With your book
Use the methods of writing about your thinking about reading
Use something you tried in the past two days
Use a new method
RememberA good writer gets the ideas and then selects the
tools to record those ideas
Donrsquot let the supplies dictate your method of writing
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
HOMEWORK
Continue to read your book
After each section or at a break in the action
bull Maybe the end of scenebull New Chapterbull Change in character thinking
or talking
Stop to write about your reading in a new entry in your journals
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Reading Day
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Session 3
Thinking Big Thinking Small
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Ways to Write Powerfully about Reading
Look at the student examples from yesterday
Turn and Talk
With your partner create a list of good ideas to write about reading you see in the student examples
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Anchor ChartWays to Write Powerfully about Readingbull Record important details (quotes setting
symbolic objects)bull Think about the big ideasthemes (linked
to details)bull Use Academic Language (narrator
protagonistresolution)bull Explain your thinking (write to clarify)
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Practice
Look at your writing about reading
Highlight 3 places in our entry where yoursquove included very concrete specific details from the text
If your details arenrsquot as specific as they could be go back and alter them
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Example using The Stolen Party
When writing about the Stolen Party your thinking might include
1 Your detail might include that Rosaura didnrsquot just tell her mother to be quiet she yelled at her saying ldquoshut uprdquo
2 You could quote the text when it says Rosaura lsquodidnrsquot approve of the way her mother spokersquo
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Writing about the Big ideabull When thinking about reading and then
writing about it focusing on the theme is a good idea
bull Use the questions on the next slide to help you think about the big idea
Turn and talk to your partner and try to do this with a story you are familiar with ndash or use the class book club on Shift
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Anchor ChartWriting about Theme
bull I learned from (the character the event) that in life it is important to
bull Even ifhellipyou shouldhellipbull This story teaches us not only abouthellipbut also
abouthellipbull When I first read this story I thought it was just
abouthellipbut now that I think more deeply about I realize that it is really abouthellip
bull Something thatrsquos true in this story thatrsquos also true in the world ishellip
bull (A character) showsteachesdemonstrates thathellip
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Writing at both endshellipPowerful writing about reading has two
opposites details lots of them and also a big idea or two usually stated in a way that makes it relevant to people everywhere
Writing about reading should come from both ends of the ladder ndash Ladder of Abstraction
The ladder represents the details you can see
The abstract is the space at the top representing themes and big ideas you donrsquot see
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Academic Language About Literature
When writing about reading use the following vocabularybull Narratorbull Characterbull Protagonistbull Antagonistbull Conflictbull Story arcbull Rising Action bull ClimaxTurning Point
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Transitional Phrases
Transitions in Informational Writing are used tobull Help you move between big ideas and smaller detailsbull They work to help you connect your ideas
TransitionsTo Add To suggest a contrastIn addition On the other handFurthermore In contrastAlso Unlike
To suggest examples To show relationships ofFor example cause and effectFor instance ThereforeSpecifically Consequently
Because of As a result
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Writing about Reading
Select a goal for todays writing entry
Look at the anchor chart
Or try to use transitional words to link your information together
Using your thinking and mapping from reading pick a topic to focus todayrsquos entry on
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Reading Day
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Session 4
Explaining your Thinking
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Teaching Point
When writing about reading you should expect that you will come to new ideas
As you write be sure that your thinking and big ideas are explained and developed
Writers can use free writing to explain their big ideas so that others can grasp their thinking
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Model and Try it
Look in your notebook and find an entry where you have charteddiagramed a section of the text but donrsquot have a written explanation
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Teacher Example Entry
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Ask a question
Look at your entry and ask yourself
What was I thinking when I made this page
Write down your answer
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Teacher answer to what I was thinking
I was thinking this when I created my diagrams
Irsquove started reading War Horse a novel written from the point of view of a horse that was ridden into many battles during WWI Last night when I finished reading the beginning I thought how peaceful it was for the horse before the war and then I was thinking about how I learned that horses suffer a lot in battle and they get wild I started getting the idea that War Horse shows not just how horses get hurt but how there are other effects people donrsquot even think about
Animals get hurt and innocent people who are just living there get hurt too
War causes a lot of suffering
Maybe that could be one of my big ideas
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Check for information
Next check to see if you have already captured some of your thoughts on the page
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Turn and TalkShow your partner your picturechartdiagram or map of the reading
Now give your partner your written explanation of what you were thinking when you created the map
Ask themCould you see that thinking from my drawing
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Return to the page to add more thinking
Most of you will be like me and your explanation contains more thinking then your original mapping of the reading
So
Return to the page and add more thinking
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Adding to my thinking
On a new page I begin to write
The reason I drew the horse is that the horse shows how much suffering war causes
At the beginning of the story he lives an idyllic life on the farm I surrounded him with flowers to show all good I was sort of making him a symbol or goodness of innocence
When the war comes there arenrsquot any flowers anymore just shells and grenades and he is hurt Not just physically but his spirit is hurt Itrsquos like war changes everything
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Workshop Writing Time
Go through your charting and thinking about your reading
Try to add thinking and details to some of the entries you created during our reading day yesterday
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Reading Day
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Session 4 Part 2
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Need some ideas
Some things to think about while reading that lead to great writing about reading include
Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery in action in dialogue
Look at places when you see a characters feelings or thoughts when they make a choice
Look at places when characters interact
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Using prompts to write about reading
Generate ideas about important moments and details
bull This makes me thinkhellipbecausehellip
bull MaybehellipOr maybehellipbull I used to thinkhellipbut now Irsquom
realizinghellip
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Trouble Connecting to the Text
Do you have good ideas but do they seem to stray away from the text
Try these sentence startersbull For example in the beginning the
reader seeshellipbull When the character saysrdquo______rdquo
this shows thathellipbull On pagehellipthe author writeshellipThis
demonstrates(reveals illustrates)hellip
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Anchor Chart
Highlight this point on your list
Ways to Write Powerfully about Reading
Record ndash and cite ndash important details (quotes setting symbolic objects)
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Finding Analyzing and Citing Evidence to Support Ideas
If you have an idea or thought about your reading that you want to write about
You are making a claim about the reading
You need to explain your idea and then use words phrases quotes from the book to support (provebackup) what you are claiming in your idea
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
How to add support in your writing
Search for the most important (compelling) evidence that can support the claim then add it to the essay like this
bull Quote some parts of the textbull Story-tell other partsbull Summarize yet other parts
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Ways to Cite Evidence from a TextAfter a detail
Early in the first book The Hunger Games series we learn that most citizens donrsquot own weapons but if they did they would probably poach for their food (Collins 2008 p5)
After a quotation
Katniss the narrator says that ldquoEven though trespassing in the woods is illegal and poaching carries the severest of penalties more people would risk it if they had weaponsrdquo (Collins 2008 5)
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Teaching Point
Introduction to companion booksA companion book takes a deeper look at parts of a
story ndash brings facts in about certain parts of the book to help the reader better understand the story
Publishing your thinking about reading
You will have an audience ndash someone who has read your book or plans to read your book
This is why you have to explain your thinking
As you continue to write picture your audience and write to explain your points to them
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Examples of Companion Books
bull The Hunger Games Companionbull A Friday Night Lights Companionbull Filled with Glee A Glee Companionbull The Sorcerersrsquo Companion A Guide to
the Magical World of Harry Potterbull The Unofficial Heroes of Olympus
Companionbull The Divergent Companion
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Work Time
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Reading Day
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Session 5
Close Reading and Analytic
Writing
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Teaching Point
Analytic readers donrsquot just follow the main characterrsquos progress though the story Instead they notice
bull More elements of a storybull Think about how different elements of a
story connectbull Think about how different elements of a
story influence each other
Analytic readers often use writing as a way to do this thinking
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
ConnectionWhen I first started watching football I enjoyed the game and could
keep track of the ball and celebrate a touch down for my team But now when I watch football I watch the different player positions I note when the offensive line is protecting the quarterback and how that effects our passing and running game
I see so much more of the game now I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome I now see it more like an announcer
Thinking about this made me think of the work you are doing as writers- you often read like I used to watch football ndash paying attention mostly to the main character and to what that person is doing right in the moment But you could use writing to become more like an announcer ndash connecting relationships between all the elements in your story
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Teaching Pointbull How can writing encompass more of a
story
Whole Class ndash Create a list of the 5 elements of a good fiction story on the board
bull Look through your writing about reading ndash bull Note which elements you are writing about
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Turn and Talk
Which elements of a story do you write most about
bull Charactersbull Settingbull Plotbull Themebull Conflict
Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Skilled readers are like skilled observers of a sport and they take in elements on the outside
edges and make connections between the elements
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Modelingbull Connecting the elements ndash using ldquoThe
Stolen Partyrdquo
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Modeling
How are these elements connectedbull Begin by selecting two elements to focus
on ndash in our example lets look atbull Character and Setting
Now decide on a way to think about the connection between those elements
Lets use cause and effect ndash
Do the places of this story (cause) have an effect on Rosaura in ways we can see
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Write it downbull Donrsquot jump to conclusions bull Investigate ndash this will lead you to re-read a
section of the story closer gathering data to support your answer
bull Select a particular scene and see how that setting seems to affect Rosaura
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Selecting a Scene
Remember when Senora Ines has asked her to help so Rosaura is in the kitchen How does being in the kitchen affect Rosaura I could write about that Let me start withhellip
Being in the kitchen affects rosaura When shersquos in the kitchen she feels special like she gets to help out and is trusted more than the other kids She is allowed in to behind-the-scenes places and this makes her feel special When shersquos in the kitchen she gets to look at the monkey which was the main reason she wanted to come to the party in the first place
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Active engagement ndash Turn and Talk
bull Writerrsquos I want you to try this with other elements and scenes in the story
bull Compare and Contrast the different elements
To Connect and Analyze Story Elements
Compare howbull Characters respond to some event(Rosaura and her
mother to the invitation arriving)bull Characters react to a setting (Rosaura in the kitchen and
other guests to the kitchen)bull A character feelsacts at different point of the plotbull Settings at different point of the plotbull A character feelsacts in different settings
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Connect to your Text
It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing
With your partner
List some of the writing you could do today as you explore connections between story elements in the book you are reading
Jot a quick list of entries that would be worth writing about in your notebook
Once you each have a list of at least 4 begin doing that work
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Anchor ChartWays to Write Powerfully about Reading
bull Record-and-cite important details (quotes setting symbolic objects
bull Explore big ideasthemes (linked to details)bull Use academic language (narrator protagonist
resolution)bull Explain your thinking (write to clarify)
bull Connect story elements (analyze ways elements influence each other)
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Reading Day
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Moving from Summary to AnalysisWhen moving toward more analytic writing
some students will fall back into summarizing they story
If you notice summarizing instead of more meaningful writing ask
What is the bigger theme or connection that you are interested in
If a student has no good answer you will need to work with them on finding connections ndash comparing story elements
If they have an good answer but their writing doesnrsquot show it work on transitional phrases
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Problem Solving - Conferring
If writers are having trouble
Have students try to work with just one element in isolation ndash working to add their own thinking in detail
Set goals ndash I will write one page on 1 or 2 related traits I see in my character
Teach students to look at the elements from different perspectives ndash like setting from and emotional point of view
Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Pursuing and Idea or Way of Thinking
Organizing and Focusing your writingbull Decide on a way to read ndash a way to think about the
text bull Find something you could think about in deep ways
in the beginning middle and end of your bookbull Look for a big idea you think is relevant and worth
exploringbull Stay with that one way of thinking across time and
pagesbull Stick with collecting information to support your
idea through out your readingbull Try finding a big ideatheme that your focus fits
into
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Ways to Write Powerfully about Reading
Add this to your anchor chartsbull Pursue worthwhile thinking across the
book
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Uncovering Themes
Thinking about relationships between story elements will help you land on a theme for writing
Character(s)
+setting
+(plot + language)
Theme
Model this formula with the Stolen Party
(next slide)
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Finding the Theme ndash Turn and Talk
Think about the character at different times in the plot and setting
Character ndash Rosaura
How does she feel or act
Settings ndash In the kitchen at the beginning when she is asked to help out
In the end when Senora Ines goes to pay her
How can we add up just those two elements character and setting in a way that lets us talk about the theme the life lesson the story teaches
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Finding Theme
To find the theme in your story and to focus your writing about reading
Think about
What changes for the character and what is learned as a result
Think about how that applies to many people not just the character in the story
Think about the message the author wants to send about what happens in certain scenes in the story
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Homework
Write a one to two page entry focusing on theme or themes
Look closely at what you have been writing
If you donrsquot have an idea on the theme ndash look at what you have been writing and see if you can find a pattern
Remember there is always more than one big idea in book so try to about other possbile themes
This work will help you write your companion book later
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Reading Day
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Session 6
Letting the book teach you how to
respond
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Teaching Point
Today we will learn that skilled writers about reading donrsquot just have one way to travel through a text Skilled readers like skilled athletes adjust and write in ways that help them tackle the challenges that a particular text poses
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Connection
Have students think about sports or music
How many of you have struggled learning a new play or piece of music
After you have mastered it do you use that same play all the time or does it depend on your opponent
After learning a new piece of music do you play it the same solo as you do when performing with the band What changes
We have to adapt our strategies to our situation and the challenges it presents
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Try It ndash The Stolen Party
With your partner ndash Jot some ideas to the following
What are the challenges you encounter reading this story Think about these questions
bull What is going on in this story or with this character that seems confusing or complicated
bull How can I do some writing to help me think about that
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Rosaura doesnrsquot see the truth
One of the complications you might have discussed is how Rosaura didnrsquot always see the situation for what it was
One example is when she was asked to serve the hot dogs ndash she was proud of her job but as readers we had a feeling she wasnrsquot being asked because she was special
What are some other situations where Rosaura doesnrsquot see the truth that you saw as a reader the first time through or now knowing the outcome of the story
Turn and Talk
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
How could we write to track these ideas
When you find the complication in the text you can find a way to write about that complication which will help you better understand
the text
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Active Engagement
Divide the class into 7 groups ndash
Give each group some ways that stories can be confusing
Have groups brainstorm how you might use writing to tackle those challenges
Challenges listed on the next slide
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Challenges in a text
You the reader know more than the character in the story about what is happening
Hard to keep track of multiple characters
Setting jumps around in time and place
The character feels many pressures and motivations from different sources
Hard to hold onto details in long descriptive passages
New vocabulary
Confusing structure (story within a story)
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Whole group discussion
Have groups share their ideas
Handout ndash Using writing to tackle common challenges sheet
Students should add additional ideas of classmates in the different categories
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Ways to Write Powerfully about Reading
Add this to the last point on your anchor chart
Pursue worthwhile thinking across the book
bull Let the story guide how to respondbull Find important parts to write about
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Todays WritingAsk yourself what feels complicated in the
book you are reading
How will you write to tackle that challenge
Use the language of your book in your writing ndash use terms vocabulary names specific details
Let the text tell you when to respond in writing
Watch for the flashing lights by the author pointing to important parts of the story ndash pivotal event setting change character addition plot twist new conflict
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Homework
1 Look back ndash Using post it notes skim over the parts of your book you have read and mark pivotal scenes conversations or moments you might want to write about
2 Continue reading making quick notes as you go
3 Write a one page entry about a pivotal moment or about the way the character and setting plot language are combining to help you think about a theme for the book
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Reading Day
Books should be finished 6 school days
from today
By the end of Bend 1 ndash Ends with session 9 students should be done reading their
books
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Session 7
Working toward a companion book
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Writing Companion Texts
Share some mentor texts with students
Allow them to explore and ask questions about companion texts
Pay particular attention to the table of contents (this is what we will be working on creating today)
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful important thoughts about the text They redraft until they have a plan that makes sense and that encompasses the most important points about the text
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading
We will begin by creating a ldquogood enoughrdquo table of contents for your book
This will be a rough draft of which parts of the book you think are important to write about ndash in the order you think they should appear
This order should make sense to what you are sharing with your readers about the book not necessarily the order of events in the original book
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
The Stolen Party Example
Letrsquos look at the story we have been using in class ldquoThe Stolen Partyrdquo
Looking back at things we have written and discussed about this story begin by asking
1 What is important to say about this text
2 What ideas and observations could become chapters in our companion book
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Possible Chapter Ideas
Rosaura ndash This is a big idea how could we break this into smaller more specific sections
(In the Hunger Games Companion book the chapters werenrsquot just about Katniss they were about a particular aspect of her ndash her survival instincts or strategies)
We could talk about Rosaurarsquos relationships with people ndash
Turn and talk which relationships might we include
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Possible Table of Contents
So far we might have a table of contents that looks like this
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Rosaura and the Magician
but there are other important ideas from this story besides Rosaruarsquos relationships
Maybe add something about the setting or big ideashellip
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Revised Table of Contents
Chapter 1 Rosaura and Her Mother
Chapter 2 Rosaura and the Ines Family
Chapter 3 Roasura and the Magician
Chapter 4 The Significance of the Kitchen
Chapter 5 The magic Show Matters
Chapter 6 Two Dollars Change Everything
Now look over the chapters are there any that might contain the same information and need to be combined (3 and 5)
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
How to Plan a Table of Contents
bull Look over entries (things you have written about the text) and ask yourself Whatrsquos important enough to become a chapter
bull Is there a logic for the chapters (Start to finish of the book Least to most important topic)
bull What chapters would need to be written to get at the most important parts of the book
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Todayrsquos Writing
Using the writing and thinking you have done on your book begin to flag important entries
Using post it notes begin to mark important things in your writing that you want to share with others ndash remember those ideas can be based on characters relationships issues changes themes or something else
After you have started to mark some great ideas you will need to put them into categories or chapters ndash
Give a content box organizer to start collecting your important information
Use the graphic organizer and post-it notes to plan your chapters
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
ReadingDay
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Informational Writing Rubric
bull As you get ready to draftbull Review the informational
writing targetsbull Select goals
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Mid Workshop Teaching
Drafting a Chapter
Begin by grouping the ideas written on your content box ndash group like topics with the same color
Give your groups a heading
Those headings will help you create a ldquogood enoughrdquo table of contents and are ready to start drafting a chapter
Look over your table of contents and choose one chapter that really interests you
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Using Text Structures to Organize the content in your chapters
Look at the details and information you used to create your chapter titles
Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
5 Text Structures Description ndash Use when your purpose is to give a detailed description of the way something looks feels smells sounds or tastes
Sequence ndash Use when your purpose is to show the steps process or timeline of something
Cause and Effect ndash Use when your purpose is to explain why or how something happened
ProblemSolution ndash Use when your purpose is to present a problem and possible solutions
Compare and Contrast ndash Use when your purpose is to explain similarities and differences between two things
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Think About Elaboration
As you draftbull Make sure you have a concept or a point
that yoursquore makingbull Use examples or important detailsbull Include a chart or diagram when needed
to add support to your ideasbull Use quotes and definitions to further
support your ideas
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Example using ldquoStolen PartyrdquoConceptBig IdeaPoint
Rosaura had a loving but complicated relationship with her mother
ExamplesDetailsEvidence
At the beginning of the story Rosaura had a disagreement with her mother about going to the party Rosaura thought she had been invited because Luciana was her friend while her mother was wrong and yelled that she didnrsquot know anything about being friends Maybe Rosaurarsquos mom really understood the Ines family and was just trying to protect her
At the end of the party Rosaura sought protection from her mother When Senora Ines tried to give her money Rosaura ldquopressed herself against her motherrsquos bodyrdquo
Turn and Talk
Is there anything you think could be added
What is the authors purpose for writing this section
What text structure is being used Would a different one work better
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Work TimeHomework
Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two
Donrsquot forget the concepts we reviewed today
Have fun with it Your enthusiasm will show in your writing
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Reading Day
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Session 8
Incorporating Evidence from the Text
= Elaboration
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Teaching Point
Information writers regardless of what genre or text structure they are writing in elaborate on important points and ideas Literary information writers in particular cite evidence from the story they are writing about by discussing specific details and examples as well as direct quotations from the text
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Writing Workshop
Today you will work to draft more chapters
You mightbull Revise and existing chapterbull Elaborate on a section that is
donebull Add a new chapter or section
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Purpose
As you are writing keep in mindbull What is your purpose for sharing this
chapter with your readers ndash what do you want them to learn
bull What details can you use from the story to support your thinking
Show an example from the mentor text where the author used the original text to support their ideas
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Tips to Remember
Content Box of details
Donrsquot forget you have been collecting important ideas ndash those are great places to go back to for evidence to elaborate
Your color coded when you grouped like subjects ndash continue to do that by adding a color to the top of your drafting sheets
Information writers need to stay very organized
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Anchor Chart Review
Ways to Write Powerfully about Reading
Record ndash and ndash cite important details (quotes setting symbolic objects)
Then use details as a springboard for interpretation and elaboration
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Grammar ReminderUsing Appositives and Dependent Clauses to Express
Complex Thinking
Complex Sentences
Contain one independent clause with a subject and a predicate and one dependent clause
Appositives ndash These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with commas
Ex Senor Ines Lucianarsquos mother puts Rosaura to work
Dependent Clause ndash dose not express a complete thought
Ex Because she wanted to believe that she belonged
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Final Reading Day
Your should be finished with you books by class
time tomorrow
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Drafting Day
bull Continue to work on drafting your chapters
bull Finding evidencebull Adding in elaboration
bull Your drafts are due at the end of class tomorrow
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-
Final Drafting Day
The first draft of your companion books should be done by the end of class today
Congratulations
- Writers Workshop
- Bend 1
- Writing about Reading
- Reading Day
- Session One
- Connection
- Teaching Target
- Turn and Talk
- Active Engagement
- Working with the Text
- Mid Workshop ndash Gallery Walk
- Reflecting
- Turn and Talk (2)
- Homework
- Reading Day (2)
- Session 2
- How to capture ideas about reading
- What to think about
- Pictures of different ways to think about reading
- Active Engagement
- Whole Class Share
- Work Time
- HOMEWORK
- Reading Day (3)
- Session 3
- Teaching Point
- Ways to Write Powerfully about Reading
- Anchor Chart
- Practice
- Example using The Stolen Party
- Writing about the Big idea
- Anchor Chart Writing about Theme
- Writing at both endshellip
- Slide 34
- Academic Language About Literature
- Transitional Phrases
- Writing about Reading (2)
- Reading Day (4)
- Session 4
- Teaching Point (2)
- Model and Try it
- Teacher Example Entry
- Ask a question
- Teacher answer to what I was thinking
- Check for information
- Here is a picture of my diagram
- Turn and Talk (3)
- Return to the page to add more thinking
- Adding to my thinking
- Workshop Writing Time
- Reading Day (5)
- Session 4 Part 2
- Need some ideas
- Using prompts to write about reading
- Trouble Connecting to the Text
- Anchor Chart (2)
- Finding Analyzing and Citing Evidence to Support Ideas
- How to add support in your writing
- Ways to Cite Evidence from a Text
- Teaching Point (3)
- Examples of Companion Books
- Work Time (2)
- Reading Day (6)
- Session 5
- Teaching Point (4)
- Connection (2)
- Teaching Point (5)
- Turn and Talk (4)
- Skilled readers are like skilled observers of a sport and they
- Modeling
- Modeling (2)
- Write it down
- Selecting a Scene
- Active engagement ndash Turn and Talk
- Connect to your Text
- Anchor Chart (3)
- Reading Day (7)
- Moving from Summary to Analysis
- Problem Solving - Conferring
- Pursuing and Idea or Way of Thinking
- Ways to Write Powerfully about Reading (2)
- Uncovering Themes
- Finding the Theme ndash Turn and Talk
- Finding Theme
- Homework (2)
- Reading Day (8)
- Session 6
- Teaching Point (6)
- Connection (3)
- Try It ndash The Stolen Party
- Rosaura doesnrsquot see the truth
- How could we write to track these ideas
- Active Engagement (2)
- Challenges in a text
- Whole group discussion
- Ways to Write Powerfully about Reading (3)
- Todays Writing
- Homework (3)
- Reading Day (9)
- Session 7
- Writing Companion Texts
- Teaching Point (7)
- Model
- The Stolen Party Example
- Possible Chapter Ideas
- Possible Table of Contents
- Revised Table of Contents
- How to Plan a Table of Contents
- Todayrsquos Writing
- ReadingDay
- Informational Writing Rubric
- Mid Workshop Teaching
- Using Text Structures to Organize the content in your chapters
- 5 Text Structures
- Think About Elaboration
- Example using ldquoStolen Partyrdquo
- Work TimeHomework
- Reading Day (10)
- Session 8
- Teaching Point (8)
- Writing Workshop
- Purpose
- Tips to Remember
- Anchor Chart Review
- Grammar Reminder
- Final Reading Day
- Drafting Day
- Final Drafting Day
-