Central Ideas
Content: Illustrations can tell a story and add to its understanding. (Be aware of visual and sequential cues)
Reading: Illustrations can tell a story.
Writing: To show understanding, writers observe and organize sequenced illustrations to create a narrative story line.
Reading: Illustrations can tell a story.
Writing: To show understanding, writers observe and organize sequenced illustrations to create a narrative story line.
Focusing Question
How do the illustrations support and deepen your understanding of the story?
Focus (answer to Focusing Question)
Finished piece will reflect student understanding
Building Content Knowledge, Understanding of Writer's Craft
Finished piece will reflect student understanding
Building Content Knowledge, Understanding of Writer's Craft
• "keeping to the topic" craft lesson
• "pigsty story board - work with notetaking, narrative elements, and text to illustrations
• "Good Dog Carl" - introduction with discussion re" caregivers do a variety of things to keep us safe.
Find narrative elements and then decide on a "Good Dog Carl" book to independently write an accompanying talking
bubble to given illustrations
• "pigsty story board - work with notetaking, narrative elements, and text to illustrations
• "Good Dog Carl" - introduction with discussion re" caregivers do a variety of things to keep us safe.
Find narrative elements and then decide on a "Good Dog Carl" book to independently write an accompanying talking
bubble to given illustrations
Structures
• story elements - mark "pony story" with narrative elements, then expand story to deepen understanding w/details
• anchor charts - how narrative elements support and deepen the understanding of a story
• sample models available
• vocabulary charts, created with narrative elements in mind
• pigsty model done with class
• anchor charts - how narrative elements support and deepen the understanding of a story
• sample models available
• vocabulary charts, created with narrative elements in mind
• pigsty model done with class
Writing / Revising
• independent narrative with a beginning and ending frame provided, using talking bubbles
• conference and revising meetings with additional support for at risk learners
• use more extensive picture walk to build oral language for these learners
• conference and revising meetings with additional support for at risk learners
• use more extensive picture walk to build oral language for these learners
Lesson Sequence
daily lessons will use following books:
• Mark Teague - Pigsty class model
• Alexandra Day Good Dog Carl
Carl Goes Shopping
Carl's Christmas
Carl's Afternoon in the Park
Carl's Masquerade
Carl Goes to Daycare
Note: these are all texts students may choose from for their writing pieces with talking bubbles
• Mark Teague - Pigsty class model
• Alexandra Day Good Dog Carl
Carl Goes Shopping
Carl's Christmas
Carl's Afternoon in the Park
Carl's Masquerade
Carl Goes to Daycare
Note: these are all texts students may choose from for their writing pieces with talking bubbles
Assessment
Final "Good Dog Carl" writing piece scored by teacher with rubric
Next Steps
Create another narrative using a different text
Post from Kirsten Evans
ReplyDeleteThis plan provides excellent an excellent way to support writing of
dialogue. This is something that I try to teach, but is very confusing
for my students to keep clear. This structure will help students to
identify the speaker as well as show clear communication. Great job
pulling in narrative elements through illustrations. In my action
research I found that using/drawing illustrations first helps students
to organize and include all narrative elements when writing. It also
helps to keep them motivated. This will be an excellent way to begin
narrative writing without overwhelming students with the task of writing
a whole narrative with conventions, sentences, etc. Can’t wait to hear
how it goes!