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AKS Lesson Plan

Writing Workshop First Grade Unit 2 – All-About Books Lessons 1-13

1. Exploring All-About Books 2. Choosing a Topic 3. Acting as the Reader 4. Planning a Table of Contents 5. Choosing Structures for Each Chapter 6. Drafting How-To Pages 7. Adding Extra Information 8. Drafting Different Kinds of Something Pages 9. Clarifying Information 10. Using Diagrams to Teach 11. Important Facts Page 12. Editing All-About Books 13. Publishing Pictures that Teach

Literature suggested for Unit 2 lessons Lesson 2 – Author: A True Story by Helen Lester Lesson 5-The Berry Book by Gail Gibbons Lesson 8 – Apples by Gail Gibbons Farming by Gail Gibbons Lesson 13 - Surprising Sharks by Nicola Davies

All About Owls by Jim Arnosky

AKS Lesson Plan

Academic Knowledge & Skills Lesson Plan

Lesson Name Exploring All-About Books Lesson 1 Grade Subject Course Topic-Strand 1 Language Arts Writing

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) All-About Books 1 day

AKS # Description 1LA_B2009 -6

Recognize, listen to, and read a variety of literacy and informational texts for a variety of purposes including to answer questions and stimulate ideas

1LA_F2009-73

Use examples from literature (mentor texts) to create individual and group stories

Materials/Links/Text References The Pumpkin Book by Gail Gibbons or another all-about text by Gail Gibbons Anchor chart – Features of All-About Books Browsing baskets with informational all-about books Sticky notes cut into thin strips

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

What are informational texts? What features are in an all-about book?

Essential Vocabulary informational text nonfiction features purpose

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Have a space in your room designated for daily mini-lessons. It could be a spot on the carpet or in a corner of your room. Students need to be gathered together to work as a community of writers during every lesson. Students should have writer’s notebooks to use during independent writing time.

Assessment Strategies Assess student understanding by observing how students recognize the features in all-about books.

Required Background Knowledge for Students Students will be using their experiences with informational texts.

Quality + Teaching Strategies

X Assessment

Comparison & Contrast

Literacy

Non-Verbal Presentation

Technology

X Questioning

Summarizing

Background Knowledge

Collaboration

X Modeling & Practice

Problem Solving

Student Goal Setting

Vocabulary

X

X X

X X

CHECK ALL THAT APPLY

AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “As readers, we go to nonfiction books when we want to learn information about a topic. One type of informational text that we can read is an all-about book. Writers that are experts on a topic, write books that teach all-about a subject. Today we are going to look at examples of all-about books to explore what writers include in these books before we start to write our own all-about books.” Teach: Explain to students that they need to study texts that demonstrate a new kind of writing before they begin creating their own writing. Model exploring a familiar informational text for students by looking at The Pumpkin Book. Show students how the title of the book gives you a clue that this book is going to teach about pumpkins. As you flip through the pages, notice how you can see that the book is not talking about just one thing about pumpkins, but rather many different subtopics or sections about pumpkins. As you flip through the pages, discuss the different topics about a pumpkin that the book is teaching you. Active Engagement: Begin an anchor chart with students to list the different features that you found in the mentor text. Question students about the features you pointed out in The Pumpkin Book as you list them on the anchor chart. You might list the following features on the Features of All-About Books anchor chart: Features of All-About Books -an all-about title -sections that teach many different ideas about the topic -a how-to page Pass out copies of all-about books that you have compiled in a browsing basket to students in groups of two or three. Have students flip through their book with their partner to see if it has any of the all-about features that you have listed on the anchor chart. Link: [You might say] “Today we are going to do some exploring as readers and writers to investigate more about informational texts. We need to take some time to notice what all-about writers include in their books to help us get ready to write our own all-about books. You and your partner are going to continue looking through your all-about book to see what other features you notice. Use the little sticky notes at your table to mark any features in your all-about text that you find interesting and helpful to the reader. Today at share time we are going to talk about what you notice.”

Instructional Activities

(Independent Time) Students will work look through different all-about texts and identify different text features that they recognize or find interesting. While students work, confer with groups about their discoveries.

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

For students who need additional support, assist students in identifying different text features. Encourage students to give those features a name as they locate them.

Summarizing Strategies

(Share) Call students back to the carpet with informational texts for share time. Engage in a discussion about what students observed in their informational texts. Add other features to the anchor chart.

Copyright/Citations (as needed) Lucy Calkins Writing Kit: Book 6- Nonfiction Writing: Procedures and Reports pgs. 58-61

AKS Lesson Plan


Lesson Name Choosing a Topic Lesson 2 Grade Subject Course Topic-Strand 1 Language Arts Writing


AKS # Description 1LA_F2009-72

Use oral or written prewriting (graphic organizers)

1LA_B2009 -6

Recognize, listen to, and read a variety of literacy and informational texts for a variety of purposes including to answer questions and stimulate ideas

Materials/Links/Text References Chart paper


Where do writers get ideas for all-about books? What do we know a lot about?

AKS Lesson Plan

Essential Vocabulary purpose pre-write/planning informational text

Teacher Lesson Prep Suggestions (Optional) Have your ideas in your expert list to share with students.

Assessment Strategies Assess student understanding by observing how students generate topics for their expert list.

Required Background Knowledge for Students Students will be using their background knowledge from their experiences to determine what topics they know a lot about.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “Yesterday we looked at different examples of all-about books to get an idea about how this kind of informational writing looks. Today we are going to begin thinking about what topics we know a lot about.” Teach: Show students the book Author: A True Story by Helen Lester. After reading the book, explain to students that Helen Lester was able to write this book about being an author because she knows a lot about the topic since she is an author. Explain that when an author writes an all-about book they need to know a lot about the topic. Model for students brainstorming topics that you know a lot about. Explain that you are knowledgeable about each topic on your list because you have a lot of experience with that topic. If soccer is on your list, then you are an expert because you played the sport for many years. Active Engagement: Have students turn and talk and discuss a topic they feel they are an expert about. You might want to brainstorm some possible general topics like sports, animals, activities, and places before having students talk with a partner. Listen as students talk and point out some of the ideas that you heard. Link: [You might say] “Today we are going to make a list of topics we are experts about. As you are creating your list you need to include ideas that you have a lot of experience with. We are going to have a longer share time to help us generate even more ideas, so be prepared to share your list today.”


(Independent Time) Students will work on generating a list of ideas they are experts about in their writer’s notebooks. Confer with students as they brainstorm to help them think of further ideas.


If you have reluctant writers, you could pull a small group together to confer about possible ideas they could draw or write about for their expert list.


(Share) Call students back to the carpet with their writer’s notebooks for share time. Conduct a survey share where each student shares one idea off his or her list. Model making connections and adding to your list in order to get a variety of topics.

Copyright/Citations (as needed) Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s Literature, K-8 by Lynne Dorfman & Rose Cappelli pgs. 16-17

AKS Lesson Plan


Lesson Name Acting as the Reader Lesson 3 Grade Subject Course Topic-Strand 1 Language Arts Writing


AKS # Description 1LA_H2009 -81

Stay on one topic

1LA_F2009-72


1LA_E2009-56

Use correct end punctuation (question mark)

Materials/Links/Text References Expert list from yesterday Chart paper


What is the author’s purpose in informational writing? How can we think like a reader to help guide our writing?

Essential Vocabulary informational text purpose audience

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) It will be helpful to go ahead and think of a topic that you want to use for your all-about book.

Assessment Strategies Assess students’ understanding as they generate questions their audience would have about their chosen topic.

Required Background Knowledge for Students Students will be using their background knowledge of thinking like a reader to guide their planning.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “Yesterday we thought about topics that we know a lot about. Today you are going to choose which topic you think you know the most about, and this will be the topic for your all-about book. I am going to show you how we can think like readers to help us decide what information we will give our audience in our books. Teach: Model for students how you look over your expert list from yesterday’s work and determine which one topic you feel you could make into the best all-about book. Once you have made your choice, explain to students that there are a lot of ideas you could say about this topic. Explain to students that it is helpful for writers to pretend they are the audience and think about what their reader would want to know. Model generating a list of questions your reader would have about your topic. For example, if your topic was puppies the following is a list of questions your reader might have: -What do puppies eat? -How do you give a puppy a bath? -What toys do puppies like? -How do you train a puppy? -Where can you buy a puppy? Active Engagement: Have students look back over their expert list from yesterday and choose which topic they feel they could make into the best all-about book. Conduct a quick survey share to get an idea about each student’s topic choice. Pair students up with a partner. Have each partner pretend they are their partner’s audience and share one question they have about their partner’s topic. Link: [You might say] “During the mini-lesson, your partner has already given you one question that you could list in your writer’s notebook. Today I want you to pretend you are the audience wanting to know more about your topic. In your notebook, I want you to try to list at least 4 questions you think your reader might have about your topic. Remember that since we are listing questions, we need to use a question mark at the end.”


(Independent Time) Students will brainstorm questions they think a reader would have about their topic. As students work, engage in conferences to spark further question ideas.


If you have reluctant writers, you could pull a small group together to work together to help a writer think of questions.


(Share) Call students back to the carpet with their writer’s notebooks. Have students get with a different partner and share their list of questions. Partners might provide another question idea for the writer.

AKS Lesson Plan


Lesson Name Planning a Table of Contents Lesson 4 Grade Subject Course Topic-Strand 1 Language Arts Writing

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Procedural Writing 1 day

AKS # Description 1LA_H2009-83

Begins to use organizational structures (steps, chronological)

1LA_F2009-72


1LA_K2009-93

Recognize the title page and table of context as information about a book

Materials/Links/Text References Table of contents paper – See Appendix A Chart paper to model your own table of contents Nonfiction book that has a table of contents


What is a table of contents? What will be the sections of our all-about book?

AKS Lesson Plan

Essential Vocabulary informational text table of contents organization

Teacher Lesson Prep Suggestions (Optional) It will be helpful to go ahead and think of a topic that you want to use for your all-about book. Have your list of questions that you generated from the previous day’s lesson.

Assessment Strategies Assess students’ ability to organize their subtopics for writing in a table of contents.

Required Background Knowledge for Students Students will be using their background knowledge of table of contents.


X Assessment


Literacy


Technology

Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “You have created a list of questions that you think a reader might have about your topic. Today I am going to show you how we will use those questions to decide on the chapters or sections for our all-about books.” Teach: Display your list of questions related to your topic from Lesson 3 on chart paper. Explain to students that these questions will help you decide what to write about in each section of your all-about book. Show students the table of contents from a nonfiction book. Use the mentor text to explain to students how the titles in the table of contents tell you where the information about that part of the main topic is located. Model reading a chapter title and flipping to that section in the nonfiction text. Explain that the table of contents is a way for writers to organize the information in their all-about books. Look back at your questions and decide which pieces of information about your topic would be most important for your all-about book in order to narrow your ideas to four chapters. Active Engagement: Show students your blank table of contents page. Allow students to provide suggestions as you decide which topic would fit best in each chapter. Fill in your table of contents based on the feedback from students. Link: [You might say] “Today you are going to work on your table of contents just like I did. First, you need to look over your list of questions and decide which four questions could give the best information about your topic. Once you make those decisions, you will get a table of contents paper and decide the order for your chapters. Once you have a plan organized, you will be ready to write. If you get your table of contents prepared and you are ready to start writing, come see me so I can help you decide on the paper you will need.”


(Independent Time) Students will plan out the organization of their all-about books using a table of contents. Confer with students about chapters to make sure they can provide meaningful information for each subtopic. As you confer, make sure each student has at least one chapter that will be a how-to section.


For students who need additional support, provide more modeling and guidance to select reasonable subtopics. Refer back to other examples of table of contents to help students understand how each chapter covers a different piece of information.


(Share) Call students back to the carpet with their table of contents for a share time. Have students share their chapters with a partner to share what their audience will learn from reading their all-about book.


AKS Lesson Plan

1_Writing_Unit 2_All-About Books-Appendix A

Table of Contents

1. _______________________________ ____

2. ______________________________ ____

3. ______________________________ ____

4. _____________________________ ____

AKS Lesson Plan


Lesson Name Structures for Each Chapter Lesson 5 Grade Subject Course Topic-Strand 1 Language Arts Writing




1LA_H2009-83

Begin to use graphic features (charts, pictures, headings)

1LA_F2009-71

Begin to use the steps in the writing process (prewrite, draft, revise, edit, and publish)

Materials/Links/Text References How-to paper and Different Kinds of Something paper – See Appendix B & C Table of Contents from Lesson 4 Your own table of contents for your All-About Book The Berry Book by Gail Gibbons


What is a table of contents? How will each chapter look in our all-about book?

Essential Vocabulary draft table of contents chapter

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Have your table of contents for your own all-about book on a piece of chart paper. Students need to have their table of contents with them at the mini-lesson because they will refer to it during the active engagement time.

Assessment Strategies Assess students’ ability to determine which text structure will work for each chapter of their all-about book.

Required Background Knowledge for Students Students will be using their background knowledge of table of contents.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “You are holding your table of contents that you created yesterday to organize the topics for your all-about book. Today we are going to explore how each of our chapters is teaching our reader something different, and we need new paper for each topic that we are teaching to our reader. You are going to make decisions today about which type of paper you will need for each chapter.” Teach: Show students The Berry Book by Gail Gibbons. Highlight why this informational text would be classified as an all-about book. Flip to different parts of the book to show students how Gail Gibbons organizes pages of her book in different ways depending on what information she is teaching about her topic. Remind students that in their table of contents they chose different topics they would give information about in their writing. Show students the two types of paper that will be available for writing their all-about book (See Appendices B & C) Model for students how you look over your chapters in your table of contents to decide which paper will fit best with what you want to say in that section. Active Engagement: Have students refer to their own table of contents and think to themselves which paper they would use for each of their chapters. Once students have had time to think on their own, have them turn to a partner and explain which paper they would pick for each chapter. Link: [You might say] “Now that you know what type of paper will work best with each of your chapters, I am going to place the paper in our writing station. You do not have to write your chapters in order. Today I want you to work on writing your how-to chapter since we have already become published authors of how-to books. Remember to draw your sketches for the steps of your how-to before you begin your writing.”


(Independent Time) Students will work on their sketches or begin writing the draft for their how-to chapter. Use conferences with students to assess their ability to sequence the events of their procedural writing.


For students who need additional support, act out the steps they have planned to help students see the gaps in their sequencing.


(Share) Call students back to the carpet for share time. Share 2-3 examples from students who planned out their steps and began drafting to match their sketches for each step.


AKS Lesson Plan

1_Writing_Unit 2_All-About Books-Appendix B

1. _______________________________________________

2.

3.

4.

AKS Lesson Plan

1_Writing_Unit 2_All-About Books-Appendix C

AKS Lesson Plan


Lesson Name Drafting How-To Pages Lesson 6 Grade Subject Course Topic-Strand 1 Language Arts Writing

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) All-About Books 2 days



1LA_H2009-82

Add details to expand a topic

1LA_F2009-71


Materials/Links/Text References How-To paper –see Appendix B How to Count Coins student example – see Appendix D Chart paper


How can we make sure our directions make sense? How do we use our sketches to guide our writing?

Essential Vocabulary draft write chronological steps in a process transition words

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Have plenty of how-to paper and different kinds of something paper available in your writing center.

Assessment Strategies Assess students’ ability to plan the steps in a process in chronological order with sketches and writing. Use individual conferences and anecdotal notes to assess students’ abilities to sequence their steps.

Required Background Knowledge for Students Students will be using their background knowledge from a personal experience to draft their how-to writing.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X

X CHECK ALL THAT APPLY

AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up –Day One Connect: [You might say] “We have noticed that many all-about books include a how-to section. Therefore, you have made sure that at least one of your chapters will be teaching your reader how to do something related to your topic. Today I am going to show you how we can use transition words to guide our reader through our steps.” Teach: Using a projection device, read the first grade student example from Appendix D with students. As you read, point out how the writer’s directions and sketches match. You may also want to point out how the writer provides hints for the reader. Explain to students that this writer uses transition words instead of just numbers to guide the reader through his steps. Use a highlighter to locate the transition words in the how-to example. Active Engagement: Discuss with students how there are certain words that writers use to transition or move the reader through the steps. Create an anchor chart together with a list of transition words that students could use. Link: [You might say] “Today as you continue working on the how-to chapter of your all-about book, I want you to think about including transition words at the beginning of your steps to guide your reader. Use our chart we created to help you decide which transition word to use. Today at share time, we will read our steps to a partner to see if they make sense.”


(Independent Time) Students will work on drafting the how-to chapter of their all-about book. In conferences, provide further modeling and guidance as students incorporate transitions into their steps. Encourage students to continue to provide clear details in their procedures along with hints and warnings.




(Share) Call students back to the carpet for share time. Students will find a partner to share their procedures with to see if the information they have is clear to a reader. Locate 1-2 examples that you can show under a projection device to emphasize the use of transition words.


AKS Lesson Plan

1_Writing_Unit 2_All-About Books-Appendix D

/ /

.... t,I •

How-To Count Coins

Materials:

Get a money sock and a

pencil.

1. First, you need to line the

money up.

2. Second, count the dimes.

Touch each dime two times

and count by 5's because two

5's equals ten.

3. Third, count the nickels by 5's. .

4. When you get to the

pennies, clap to change your thinking and then count the pennies by 1's.

5. Write down how much money you have. Hint: Don't forget your cent sign.

AKS Lesson Plan


Lesson Name Adding Extra Information Lesson 7 Grade Subject Course Topic-Strand 1 Language Arts Writing

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) All-About Books 2 days



1LA_H2009-82


1LA_F2009-71


Materials/Links/Text References Anchor chart: How-To Features - from Unit 1, Lesson 7 Student example – How-To Wash Your Hands – see Appendix E


How can we add details to explain our steps further? What are the features of how-to writing?

Essential Vocabulary features write chronological steps in a process revise

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional)

Assessment Strategies Assess students’ ability to plan the steps in a process in chronological order with sketches and writing. Use individual conferences and anecdotal notes to assess students’ abilities to sequence their steps.

Required Background Knowledge for Students Students will be using their background knowledge from Unit 1 to revise their how-to writing.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up- Day Two Connect: [You might say] “Yesterday we worked to draft the how-to steps for one chapter of our all-about book. Today we are going to look at how we can revise our directions by giving extra information to help the reader.” Teach: Using a projector, show students the first grade student example about washing hands. After reading the procedures, specifically draw the students’ attention to step 1. Discuss how this step provides extra information for the reader about the temperature of the water. Step 1: Test the water. It has to be warm like bathtub water on your hands. (Warning: Don’t burn them.) Explain to students that when we provide extra detail in our steps, it helps make our directions more clear. Look at step 3 with students and model how you might add extra information about what type of soap to use. Step 3: Put soap on your hands. You only need one squirt. You should make sure to use a soap that is antibacterial, so it kills the bad germs. Active Engagement: Have students look at step 5. Have them turn and talk with a partner about what extra information the writer could give about rubbing between your fingers. Listen to student suggestions for extra details that could be added. Model revising this step to include extra information. Possible extra information could include how you sing a song to make sure you scrub your hands for the right amount of time. Link: [You might say] “Writers, many of you have drafted the steps for your how-to chapter. Today I want you to go back and see what extra information you could add to each of your steps. We will talk about some of the extra details you write at share time.”


(Independent Time) Students will continue revising their steps by adding further detail. In conferences, encourage students to revise their how-to writing to include helpful details, hints, and warnings.




(Share) Call students back to the carpet for share time. Highlight different students who included extra information in their how-to chapter.


AKS Lesson Plan

1_Writing_Unit 2_All-About Books-Appendix E

Materials: You need your hands, soap, and go to a faucet.

1. Test the water. It has to be warm like bathtub water' on your hands. (Warning: Don't burn them.)

2. Wet your hands.

How-To Wash Your Hands

3. Put soap on your hands. You only need one squirt.

4. Turn on the faucet a litt,le bit. (Warning: Don't waste water, just wash your hands.)

5. Rub between your fingers.

AKS Lesson Plan


Lesson Name Drafting Different Kinds of Something Pages Lesson 8 Grade Subject Course Topic-Strand 1 Language Arts Writing




1LA_H2009-83

Begin to use graphic features (charts, pictures, headings)

1LA_F2009-73

Use examples from literature (mentor texts) to create individual and group stories

Materials/Links/Text References Apples by Gail Gibbons or Farming by Gail Gibbons Your own all-about book that you are writing as a model for students Table of Contents page


What are the features of an all-about book? What are captions?

Essential Vocabulary features write caption

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Have plenty of copies of the different kinds of something paper available for students. (See Appendix C) Students will need their table of contents during the mini-lesson.

Assessment Strategies Assess students’ ability to distinguish what text structure they should use for each chapter depending on its purpose.

Required Background Knowledge for Students Students will be using their background knowledge from reading nonfiction.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “We have noticed that many all-about books include a how-to section. Today we are going to explore our authors like Gail Gibbons who use another way to organize the information in an all-about book.” Teach: Show students the page in the book Apples by Gail Gibbons that shows the different types of apples that are grown in North America. Explain how Gibbons shows there are different types of apples by dividing the page into sections. When an author wants to explain the different kinds of something, the author will divide the page into squares to show the information. Model for students how you look back at your own table of contents and the chapters you decided would show different kinds of something. Model drawing a picture of the different pieces of information and adding a caption to inform the reader about each picture. For example: If your all-about book is on the topic of dogs, you might have a chapter that explains the different kinds of treats you can give a dog. Active Engagement: Hand each student a copy of the different kinds of something paper. Have students look at their table of contents to determine which of their chapters will use this type of paper. Encourage students to make plans about what different pictures they will include in the chapter. Have a few students share their plans to help spark further ideas. Link: [You might say] “Today you are going to begin working on one of your chapters that teaches about the different kinds of something. After you draw the pictures, I want you to take your time to add captions that will teach your reader about each picture.”


(Independent Time) Students will work on the different kinds of something chapter of their all-about book. During conferences, encourage students to add meaningful information to their captions.


For students who need additional support, encourage students to brainstorm with a partner what to include in each square.


(Share) Call students back to the carpet for share time. Find 3-4 students to share their examples of this structure with the class.


AKS Lesson Plan


Lesson Name Clarifying Information Lesson 9 Grade Subject Course Topic-Strand 1 Language Arts Writing




1LA_F2009-71


Materials/Links/Text References Student example – Golf Time –see Appendix F


How can we add details to provide extra information? What are the features of how-to writing?

Essential Vocabulary revise inform captions features

Teacher Lesson Prep Suggestions (Optional) Have plenty of copies of the how- to and different kinds of something paper available for students. (See Appendix B & C)

AKS Lesson Plan

Assessment Strategies Assess students’ ability to revise their all-about book by adding extra information or clarifying the information already written.

Required Background Knowledge for Students Students will be using their background knowledge from a personal experience to revise the information in their all-about book.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “You have been working on creating the different chapters for your all-about book. I am going to show you how writers add extra information to make ideas clear for their readers.” Teach: Using a projector, show students the first grade student example about golf time. Look at the chapter that focuses on the items you need to play golf. Explain to students that the writer not only tells what you need, but provides extra information. Discuss with students why the extra detail makes the information clear for the reader. Active Engagement: Have students look at their different kinds of something chapter. Have students turn and talk with a partner about what extra detail they could add to their caption to provide more information. Listen as students talk with partners and highlight some of the ideas you hear. Link: [You might say] “As you write today, I want you to think about adding extra detail to your captions to tell your reader more about your topic. You might need to continue writing the different chapters for your all-about book during independent time. We will talk at share time today about some of the extra details you included in your books.”


(Independent Time) Students will continue drafting and revising the chapters of their all-about book. Confer with students about additional details and examples they can add to expand their topic.


For students who need additional support, encourage a simple sentence that correlates with each picture.


(Share) Call students back to the carpet for share time. Have different students share examples of captions they revised for extra information.

AKS Lesson Plan

1_Writing_Unit 2_All-About Books-Appendix F

I I I I

I I I I I I I

I

I I I I

I

Things You Need

\D~"'":" ,.I

•

.... ~; ."

I

You need a golf bag to carry your stuff.

You need a golf ball so You need a tee. Set the golf dub can hit the the tee up high so golf ball. when you hit it the

balJ will go up high.

You need a golf club. Be careful because they are expensive.

AKS Lesson Plan


Lesson Name Using Diagrams to Teach Lesson 10 Grade Subject Course Topic-Strand 1 Language Arts Writing



Begins to use graphic features (charts, pictures, headings)

1LA_H2009-82


Materials/Links/Text References Nonfiction text that has a diagram Student example – Cool Horses – see Appendix G


What is a diagram? How do writers teach information through pictures/graphics?

Essential Vocabulary diagram graphic features label

Teacher Lesson Prep Suggestions (Optional) Have diagram paper available for students at a writing center.

AKS Lesson Plan

Assessment Strategies Assess students’ ability to create a diagram that supports their topic.

Required Background Knowledge for Students Students will be using their background knowledge of nonfiction features.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “We are going to explore how nonfiction writers not only teach information through their words, but also in graphics and pictures. I am going to show you how writers use diagrams to provide information.” Teach: Show students an example of a diagram from a nonfiction big book. Discuss the purpose of the diagram and how it shows the parts of something. Point out how the labels show where the different parts of something are located. Show students a second example of a diagram from a first grade student (see Appendix G). Discuss how the writer showed the different parts of the horse by drawing lines and labeling each part. Active Engagement: Ask students to think about the topic for your all-about book and possibilities for what diagram you could draw. Encourage student input as you model creating a diagram related to your topic and labeling the different parts. Link: [You might say] “I am going to place paper you can use to draw a diagram for your all-about book. You might decide to add a diagram as another chapter in your book. Today I want you to continue writing the different pages of your all-about book.”


(Independent Time) Students will continue drafting and revising the chapters for their all-about book. Confer with students about additional details and examples they can add to expand their topic.


For students who need additional support, provide suggestions for what information their diagram could include.


(Share) Call students back to the carpet for share time. Show different examples of diagrams that students create. Discuss how the labels in the examples clearly show the different parts of something.

Copyright/Citations (as needed) Lucy Calkins Writing Kit: Book 6- Nonfiction Writing: Procedures and Reports pg. 82-85

AKS Lesson Plan

1_Writing_Unit 2_All-About Books-Appendix G

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AKS Lesson Plan


Lesson Name Important Facts Page Lesson 11 Grade Subject Course Topic-Strand 1 Language Arts Writing




1LA_F2009-71


Materials/Links/Text References Student example – Bowling – see Appendix H Copies of important facts paper in the writing center – see Appendix I


How can we study what writers do to get more ideas for our own writing? How can we add details to provide extra information?

Essential Vocabulary revise purpose audience

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Have important facts paper available for students at a writing center.

Assessment Strategies Assess students’ ability to revise their writing by including extra information and important facts related to their topic.

Required Background Knowledge for Students Students will be using their background knowledge from a personal experience to revise the information in their all-about book.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “Over the past few days, we have been working to revise our writing by adding extra information and including diagrams. It is important that we study what other writers do in order to get any ideas that will make our all-about books even better. Today I am going to show you an all-about book from another first grade writer to see if it can give us any ideas for our own books.” Teach: Use a projector or make copies for students of examples of a first grader’s all-about book (See Appendix H). Read the all-about book with students and model noticing the different kinds of information the writer teaches about bowling. Point out how the writer provides a variety of information for her audience (i.e. a diagram of the bowling alley, items you need for bowling, and how-to roll the ball). Model noticing that on the last page of the book, the writer lists important safety tips for a bowler. Discuss how this information helps the reader, but doesn’t really fit in any of the paper that has been used so far. Show students the important facts paper. Explain that students might use this paper if they have some interesting facts or tips that would be important for their reader to know. Active Engagement: Explain that after studying this writer’s book, we can get more ideas for information we could put in our own all-about books. Highlight that we saw how this writer included an important facts page and this may be something students will want to add. Have students turn and talk with a partner about what extra information could be important and helpful for their reader. Link: [You might say] “I am going to place paper in the writing center that you can use if you decide that it would be good to add an important facts page to your all-about book. If you choose to add this chapter, then think about what interesting facts you could add that your reader might not know. We are getting close to publishing our all-about books for an audience, so I want you to work hard today to finish putting your information in each chapter.”


(Independent Time) Students will continue drafting and revising the chapters of their all-about book. Confer with students about additional details and examples they can add to expand their topic.


For students who need additional support, provide suggestions for what information each chapter could include.


(Share) Call students back to the carpet for share time. Find 2-3 students who can share how they incorporated an important facts page into their book.


AKS Lesson Plan

1_Writing_Unit 2_All-About Books-Appendix H

Table of Contents

1. Parts of a Bowling Alley 1 I I I 2. Things You Need 2

3. How-To Roll the Ball 3

4. Safety Tips 4

Parts of a Bowling Alley

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There are places you have to hit and places you can't hit. You want the ball to go in the alley. You don't want the ball to go in the gutter.

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Things You Need

You need a bowling ball

to roll at the pins.

You need socks for the bowling shoes.

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You need bowling shoes so you won't slip on the line.

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You need pins to knock down.

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How-To Roll the Ball

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1. First, put your fingers in the three holes.

2. Second, you run in the the middle of your side of the alley.

3. Third, when you get to the line, stop'

4. Fourth, while you are running let go of the ball.

Safety Tips

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2. When the ball comes, don't put.your hands in, I the basket because the ball will come and go over

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miss the point. I I

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II 1. You can't cross the line because if you do you· II will slip and hurt yourself.

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AKS Lesson Plan

1_Writing_Unit 2_All-About Books-Appendix I

AKS Lesson Plan


Lesson Name Editing All-About Books Lesson 12 Grade Subject Course Topic-Strand 1 Language Arts Writing




1LA_E2009-56

Use correct end punctuation (period, question mark)

1LA_D2009-32

Divide words into syllables orally

1LA_E2009-64

Apply learned phonics skills and use common resources to spell correctly

Materials/Links/Text References Editing Checklist for All-About Books – See Appendix J Word Wall Dry erase boards for students


What is editing? What strategies can I use for spelling words?

AKS Lesson Plan

Essential Vocabulary edit publish resources syllables

Teacher Lesson Prep Suggestions (Optional)

Assessment Strategies Assess students by observing if students are able to use grade-appropriate editing skills.

Required Background Knowledge for Students Students will rely on previous instruction about grammar and dictionary skills.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “You have been working so hard on your all-about books, and we are almost ready to publish them. Before we publish our books, I am going to show you a strategy to edit your writing to make sure it is easy for your audience to read your book.” Teach: Explain to students that they have been using some big words in their all-about books that are probably not on your word wall. Model for students how writers will listen for little words they know inside of big words to help them spell harder vocabulary. Choose the word about to help model this strategy. Show students how you hear the little word out in the word about. Model that since you know how to spell that word wall word then you will say the word again to hear what other sounds are with out. Show students how you put sounds and words you know together to spell the word. It might be helpful to bring in another difficult word from your modeled writing to demonstrate this strategy a second time. Model that by breaking a longer word into syllables, you can listen for the sounds in each syllable to help you more accurately spell the word. Have students practice this on their individual dry erase boards while you model on the board. Active Engagement: Provide students with word materials. Clap the syllables with students and ask students what sounds they hear at each syllable break. Work together to sound out the word by syllables and create an invented spelling together. Ask for students to think about tricky words they have used in their all-about book or point out a particular word that you know a student has used. While providing guided practice, go through the same strategy of breaking the word into syllables, listening for any little words they hear, and sounding it out by syllable. Students will practice spelling these words out on dry erase boards. Link: [You might say] “Today you are going to receive your editing checklist. We are going to focus a lot of our attention on using these strategies to help us with tricky words that might be in our all-about book. I want you to refer to our word wall to make sure the words that we have studied are spelled correctly in your writing. I want you to take your time today to check your words so that your books will be easy to read.”


(Independent Time) Students will use their checklist as they edit for spelling of high-frequency words and attempt spelling more difficult words. As you confer with students, you might also target editing for end punctuation.


For students who need additional support, guide students as they listen for syllables and phonetically spell the parts of the word. Encourage stronger writers to edit for capitalization.


(Share) Call students back to the carpet for share time and have students share words they spelled using the strategy taught during the mini-lesson. Model spelling those words on the board as the students explain.


AKS Lesson Plan

1_Writing_Unit 2_All-About Books-Appendix J

Editor’s Checklist

All-About Books

Name :

1. Read what you have written. Does each chapter make sense?

2. Read what you have written. Circle any words that you want to spell better. Listen for the sounds or little words you hear in the word. Write your best spelling above the word.

3. Read what you have written. Be sure the words from our word wall are spelled correctly.

4. Read what you have written. Be sure you have end punctuation (. ? !) for each sentence.

AKS Lesson Plan


Lesson Name Publishing Pictures that Teach Lesson 13 Grade Subject Course Topic-Strand 1 Language Arts Writing




Materials/Links/Text References Paper for publishing Colored pencils or crayons Access to computers if students will be typing their writing Surprising Sharks by Nicola Davies All About Owls by Jim Arnosky or other nonfiction books that show detailed illustrations


What is publishing? How can we make sure our illustrations teach information?

Essential Vocabulary publish graphic features illustrations

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Publishing can look many different ways. The teacher could type the writing and students add the illustrations, students could type each chapter in the computer lab, or students could neatly rewrite each chapter. The goal should be for the chapters to be assembled together to create a complete book. Students also need to have an opportunity to celebrate and share their published all-about books. You could create a class museum, put the books on display in your media center, or allow students time to read their published books to classmates.

Assessment Strategies Assess students by observing if students are able to use grade-appropriate publishing skills.

Required Background Knowledge for Students Students will rely on previous experiences with publishing.


X Assessment


Literacy


Technology

Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “I am so excited about the writing that you have created and now it is time to publish our books for an audience. As we work on publishing the words, we are going to explore today how important it is that our pictures provide information too.” Teach: Show students the diagram of a shark that is created with a basic illustration in Surprising Sharks. Point out to students that even though this diagram does not use color, the reader can clearly see where each part of the shark’s body is located because it is neatly marked. Show students the illustrations from All About Owls to emphasize how illustrators might zoom in on one part of something to show it in more detail. Active Engagement: Have students look through the draft pages of their chapters. As they look at the pictures, have them think about what details they need to include so their pictures give the reader information. Link: [You might say] “Today as you continue to publish your books, I want you to make sure you are taking your time with your pictures. They need to help teach the information about your topic, so make sure you are using detail and color that can help your reader learn more from your pictures.”


(Independent Time) Students will work on publishing their all-about books by including detailed illustrations to support the information in each chapter.


For students who need additional support, provide suggestions about what details could be added to an illustration or diagram.


(Share) Call students back to the carpet for share time. Have students share their illustrations with a partner to ask for feedback and suggestions about any extra details they could add.

Copyright/Citations (as needed) Lucy Calkins Writing Kit: Book 6- Nonfiction Writing: Procedures and Reports pg. 122

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