Link Get students fired up to go out and try this technique in their writing Also, remind them it would be wonderful if some of them reviewed the chart and tried other things that are listed there too Mid-Workshop Teaching Point Remind students how important it is to think about why we would use a particular crafting technique, we don’t put techniques in our pieces willy-nilly, in any ol’ place We intentionally think about the purpose and where it would best fit, where would it make sense Elaborate through an example – a willy nilly placement versus being driven by purpose Have students go back and consider, if where they put their repeated line makes sense based on its purpose Independent Writing and Conferring Share Celebrate attempts students have made using the craft technique that their author mentor did, encourage them to do this for the rest of their lives Share excitement for wanting to see other techniques beside the one that was studied today in their work Add to the revision checklist a new technique they have learned: Reread a mentor text, pick something the author did, and try it See Resource Materials Packet for other share options Lesson Plan – Session 9, Continued Revisit chart from previous session. Add information to last column. Anchor Chart – Sample #1 Craft Chart of Noticings Book: Hurricane! Author: Jonathon London Notice Why? Name it! Connections Try it! Comparing two things Give picture in mind Show one thing known to something unknown Simile – like/as List titles students have to read Bright as the sun; tall as a building. Acting like happening right now Helps us picture what happened Show, not tell List titles students have read Tears flowed down her cheek. She frowned and bent her head down. Starts a sentence with word then a comma: finally, suddenly, the next Signals new idea or event Temporal/time words (CCSS vocabulary List titles students have read. Late that afternoon,… Suddenly,…
morning… Lots of facts, details (dialogue, description) Helps us picture what is happening Details (hand) List titles students have read. Write description of what someone looks like. Opens with talk Introduces character Grabs reader’s attention Poses a question in reader’s mind Dialogue lead List titles students have read. “ ‘Who could be at our door this late at night’, declared Dad.” Repeats same line or words Big idea wants us to remember and think about Repeated Lines List titles students have read “I can’t believe it!” “I can’t believe it!” …and other aspects as noticed by students. This chart should be co-constructed with students based on how they would describe things, mentor text read, and immersion activities completed. Please note: Some teachers make a photocopy of the example from the book or write out the exact part and include it in the chart under the Notice section. Lesson Plan – Session 9, Continued Sample Anchor Chart This chart should be co-constructed with students based on how they would describe things, mentor text read, and immersion activities completed.
np. 23 Twister by Darleen Bailey Beard “Out we run, like the little rabbit.” np “Hailstones sparkle like glittering diamonds and crunch under our shoes.” np. 30 “Far away, the sky looks green, like Mama’s guacamole.” np. 9 Dream Weaver by Jonathon London “A sudden wind, and the trees hum, the branches creak, and yellow spider’s web shimmers, like wind across a pond.” np. 7 “Yellow spider glows like the evening star, gleaming over the sea beside the crescent moon.” np.22 “In your window the evening star hangs like yellow spider on her invisible thread.” np.26 See Resource Section: Session 13 – Simile Examples for more information “What do you notice XXX is doing in each one of these examples? Yes, XXX is comparing two things. Authors do this with intention. Why do you think authors compare two things?” Explain – Discuss why the writer might have chosen to craft in this way. Give the general purpose. When studying any crafting technique, generate discussion that centers on “why” an author used it Encourage students to make theories about why an author chose to do a particular craft item, it is important students begin to associate a craft item with its purpose Writers choose different writing techniques to accomplish something in their writing Explain specific purpose for similes and make a general if/then statement about the crafting technique: “So if I am writing and I want to _____ (purpose), then I can use ______ (name crafting technique).” Explain specific purpose for similes, “If a writer wants to paint a picture to get an important point across, then a writer can use a simile. A simile is a comparison between two things. It usually compares something you know to something you are not as familiar with or to explain something in greater detail (reference point). It usually uses the words like or as to link the two items.” Generate discussion around the fact that XXX did not just add similes anywhere in the story The comparison was used in a place that helped get the point across, using similes at these places brought the story alive and it helped to paint pictures in the reader’s mind Lesson Plan - Session 13, Continued
Sample Anchor Chart How Authors Get Ready for Publication Make a cover Put author’s name and title on the cover Write a dedication Write an author blurb Decide book layout Design illustrations And so on Sample Anchor Chart What Might Go Into An “About the Author” Blurb What the author is known for Personal information about the author – where lives, family, pets, hobbies, etc. Other books written by the author What this book means to the author Who is the author’s mentor Why the author chose to write this piece And so on These charts should be co-constructed with students based on how they would describe things and mentor text. Lesson Plan Session 21 Concept V Writers prepare for publication. Teaching Point Writers celebrate by sharing their published picture books with an audience. Develop a lesson based on the audience selected. Some things to consider: