Grade Launching Writing Workshop Unit of Study

Grade Launching Writing Workshop Unit of Study

Text Type: Narrative

Genre: Small Moment Personal Narrative

Grade Level: 3rd

For the Immersion, Generating, Selecting and Collecting part of the process, students will use their Writing Notebook.

For the Drafting, Revision, Editing and Publishing part of the process, students will use regular notebook paper.

Immersion Teaching Point #:1

LEARNING TARGET: I can explain the components of a narrative using mentor texts.
●Introduce: Teacher will introduce the text type is narrative. The genre is a small moment/personal narrative.
●Demonstrate/Model: Before reading, explain to the students that Dav Pilkey got the idea for the book The Paperboy, when he saw his own paperboy, Kinney Whitmore, delivering papers and he remembered his childhood as a paperboy.
Read the book The Paperboy.
●Discussion:
What was the purpose of the book? (author’s purpose).
Who is the audience and how can we tell?
What do you notice about the dog in all the illustrations?
What type of emotion is portrayed in the story?
Point out the circular ending (it ends the same way the book started.)
Mentor Text(s): The Paperboy by Dav Pilkey
Anchor Chart(s): Personal Narrative Anchor Chart (see anchor chart 1) / ●As a class students will identify the components of a narrative with the mentor text.
●Students will bring several pictures of their own personal moments to be used later on for generating ideas. **IF students say they don’t have any pictures, then allow them to draw some of their favorite moments.**
Student Handout(s):None
CCSS:
Listening: ELAGSE3L1
Reading: ELAGSE3RL1, ELAGSE3RL3, ELAGSE3RL7

Immersion Teaching Point #:2

LEARNING TARGET: I can explain the components of a narrative using mentor texts.

●Review the components of a narrative. Refer back to the anchor chart. Hand out the “Narrative Component Chart” and as a class fill it in for The Paperboy.

●Demonstrate/Model Read the story Shortcut by Donald Crews. Point out the components of a narrative as you read. (THINK ALOUD)

●Discussion Turn and talk with your partner to discuss the narrative components that were in the story.

What was the author’s purpose?
What do you think inspired the author to write this book?
Who is the audience? How can you tell?
Does the dedication, author blurb or special thanks give you any insight into the author’s process?
What emotions do you see/hear in the story?
AFTER READING/DISCUSSION READ THE “MEET DONALD CREWS” BLURB.

Mentor Text(s): Shortcut by Donald Crews

Anchor Chart(s): Refer to Personal Narrative Anchor Chart (see anchor chart 1)

/ ●Students will talk with partners to discuss the narrative components of the story Shortcut.
●Using the mentor text, students will fill in the next section of the “Narrative Component Chart”.
Student Handout(s): “Narrative Component Chart” (see hand out 1)
CCSS:
Listening: ELAGSE3L1
Reading: ELAGSE3RL1, ELAGSE3RL3, ELAGSE3RL7

Immersion Teaching Point #:3

LEARNING TARGET:I can explain the components of a narrative using mentor texts.

●Review the Narrative Component Chart referring back to the components of narrative writing.

●Demonstrate/Model Read the book Fireflies!

Discussion

How does the character’s emotion change throughout the story?
What is the author’s purpose of the book?
What is the small moment of the book?
What might the author’s process have been while developing this idea?

Mentor Text(s): Fireflies by Julie Brinckloe

Anchor Chart(s): Refer to Personal Narrative Anchor Chart (see anchor chart 1)

/ ●Students will complete the Narrative Component Chart independently and then review as a class.
Student Handout(s): “Narrative Component Chart”
CCSS:
Listening: ELAGSE3L1
Reading: ELAGSE3RL1, ELAGSE3RL3, ELAGSE3RL7

Immersion Teaching Point #:4

LEARNING TARGET:I can explain the features or components of a narrative using mentor texts.

●Review the Narrative Component Chart from the day before. Have students tell (by yelling out) components of a narrative.

●Demonstrate/Model Read the book Those Shoes by Maribeth Boelts

●Discussion

Where did the author get the idea for her story from?
THEN READ THE AUTHOR SECTION
Do you think this story has true or exact details?
What interesting word choices do you notice in this story?
What emotion does the author go through? How do you know?

Mentor Text(s): Those Shoes by Maribeth Boelts

Anchor Chart(s): Refer to Personal Narrative Anchor Chart (see anchor chart 1)

/ ●Students will complete the Narrative Component Chart independently and then review as a class.
Student Handout(s): “Narrative Component Chart”
CCSS:
Listening: ELAGSE3L1
Reading: ELAGSE3RL1, ELAGSE3RL3, ELAGSE3RL7

Immersion Teaching Point #: 5

**Note to teacher: Choose a few of the pictures that your students will relate to the most. You do not have to read the entire book.**

LEARNING TARGET:I can explain the features or components of a narrative using mentor texts.

●Review the components of a narrative using the Narrative Component Chart

●Demonstrate/Model Family Pictures by Carmen Lomas Garza

●Discussion

What emotions do the paintings convey to the readers? Why?
Where do you think the author got the idea to write this book? **READ THE “Pictures in this Book” section in the back of the book to the class.**
Who is the audience? How can you tell?

Mentor Text(s): Family Pictures by Carmen Lomas Garza

Anchor Chart(s): Refer to Personal Narrative Anchor Chart (see anchor chart 1)

/ ●Students will complete the Narrative Component Chart independently and then review as a class.
●Students need to have their pictures/photos in from home by this day.
Student Handout(s): “Narrative Component Chart”
CCSS:
Listening: ELAGSE3L1
Reading: ELAGSE3RL1, ELAGSE3RL3, ELAGSE3RL7

Immersion Teaching Point #: 6

Learning Target: I can identify specific small moments from texts.

●Review Explain what a small moment is (seed) vs a big picture idea (watermelon)

●Demonstrate/Model Use The Hiking Trip story where the teacher will read aloud and model thinking how to pull out the watermelon (big idea) and seeds (small moment). (Big idea is the hiking trip and small moments are: preparing for the hike, seeing the animals and plants on the hike and getting lost.)

●Discussion

How can you tell the difference between the small moments in the story and the big idea of the story?

Mentor Text(s):

The Hiking Trip (readworks.org)

Rachel Meets Harry (readworks.org)

Anchor Chart(s): Refer to anchor chart 1 “Personal Narrative”.

/ ●Students will read another typed text (Rachel meets Harry) and highlight the seeds (small moments) and watermelon (big idea). Use 2 different color highlighters.
Big idea: Making a new friend.
Small Moment: Rachel hangs out in the garage, the storm carries Rachel away, Rachel meets Harry.
Student Handout(s):The Hiking Trip and Rachel meets Harry (Hand Out 2)
CCSS:
Listening: ELAGSE3L1
Reading: ELAGSE3RL1, ELAGSE3RL3,

Generating Ideas Teaching Point #: 7

Learning Target: I can use pictures and strong feelings about memories to generate a list of small moments to write about.

●Review the components of a narrative. Teacher will explain what a “small moment” is.

●Demonstrate/Model (I DO) Teacher will use one of the mentor texts, to use the pictures to pull out the small moment the about which the author is writing. Discuss why the picture is considered a small moment. Also discuss the strong feeling shown in the picture.

●Guided Practice (WE Do) Put students into 4 groups and hand out the other mentor texts that were read. The groups will pick out the picture that depicts the small moment. Groups will need to be able to explain their thinking process.

Mentor Text(s): The Paperboy by Dav Pilkey

Shortcut by Donald Crews
Fireflies! By Julie Brinckloe
Those Shoes by Maribeth Boelts
Family Pictures by Carmen Lomas Garza

Anchor Chart(s): As teacher and students pick out the small moments from the mentor texts, the teacher will write it down on chart paper.

/ ●(YOU DO) Students will copy down an example of a small moment and the strong emotion from the chart that was completed in class using mentor texts.
●Students will use ONE picture to identify strong emotion and small moments in their own lives. Students will write 2 to 3 sentences identifying the small moment and strong emotion. **IF NOT ENOUGH TIME IN CLASS HAVE STUDENTS COMPLETE FOR HOMEWORK.**
Student Handout(s): Students will use writer’s notebooks.
CCSS:
ELAGSE3W3 , ELAGSE3W4, ELAGSE3W5, ELAGSE3W10

Generating Ideas Teaching Point #:8

**BERFORE WRITING BLOCK BEGINS, TEACHER SHOULD READ OVER STUDENTS’ OWN SMALL MOMENT AND STRONG EMOTION TO MAKE SURE THEY UNDERSTAND.
Learning Target: I can use pictures and strong feelings about memories to generate a list of small moments to write about.

●Review what students did the day before with their own pictures. Students can share their emotion and small moment if they wish.

●Demonstrate/Model (I DO) Teacher will bring in their own picture and identify the small moment and strong emotion to the class.

●Guided Practice (WE DO) Teacher will work with students who still do not understand how to identify a small moment and strong emotion in a picture.

Mentor Text(s): Teacher picture and example of small moment and strong emotion.

Anchor Chart(s): Strong Feelings Chart (see hand out 3) You can pull this up on the board if you want to go over it with your students.

/ ●(YOU DO) Students will continue to use their pictures to generate their small moments and strong emotion. Students will write 2-3 sentences for each picture.
Student Handout(s): Teacher will hand out a “Strong Feelings Chart” for students to choose from as they identify their own emotions in their pictures. (see hand out 3.)
CCSS:
ELAGSE3W3 , ELAGSE3W4, ELAGSE3W5, ELAGSE3W10

Selecting Ideas Teaching Point #: 9

Learning Target: I can use my list of ideas to choose one small moment about which to write.

●Review the list of ideas students chose based on their family pictures.

●Demonstrate/Model (I DO) Teacher will show the “Watermelon/Seed” anchor chart. Teacher will explain the difference between a watermelon (the big idea NOT a small moment) and a seed (small moment). Teacher will do 2 examples.

●Guided Practice (WE DO) Students will help teacher finish the chart to decide if the event is a watermelon or seed.

Mentor Text(s):

Anchor Chart(s): See Watermelon Anchor Chart (Anchor Chart 2)

/ ●(YOU DO) Students will look at their own list of ideas and label them watermelon or seed.
Student Handout(s):None
CCSS:
ELAGSE3W3, ELAGSE3W4, ELAGSE3W5, ELAGSE3W10, ELAGSE3SL1

Selecting Ideas Teaching Point #: 10

Learning Target: I can use my list of ideas to choose one small moment about which to write with input from my classmates.

●Review what a small moment is.

●Demonstrate/Model (I DO) Teacher choose 3 of her own small moments and put them on the selecting chart. Teacher will explain what each box is.

●Guided Practice (WE DO) Teacher will complete the selecting chart by answering the questions with the help of students.

Mentor Text(s):

Anchor Chart(s): Selecting Chart (See Hand Out 4)

/ ●(YOU DO) Students will write 3 small moments from their generating list on their own selecting chart. They will then answer the questions and interview classmates.
**STUDENTS NEED TO GET UP AND MOVE.**

• Students will star the topic they wish to draft and turn in to their teacher.

Student Handout(s): Selecting Chart (Hand Out 4)
CCSS:
ELAGSE3W3, ELAGSE3W4, ELAGSE3W5, ELAGSE3W10

Collecting Ideas Teaching Point #:11

Learning Target: I can identify the strong feeling in the mentor text and explain my thinking.

●Review Teacher will complete a “Going Public” anchor chart. This shows each student’s approved selected topic.

●Demonstrate/Model (I DO) Using Fireflies! teacher will read selected pages that show strong emotion, modeling teacher thinking.

●Guided Practice (WE DO) Teacher will show his/her small moment and students will help identify the strong emotion.

Mentor Text(s): Fireflies! by Julie Brinckloe

Anchor Chart(s): Going Public anchor chart (use as an example for yourself.) (See Anchor Chart 3)

/ ●(YOU DO) Students will use their own small moment to identify the strong emotion.
Student Handout(s):None
CCSS:
ELAGSE3W3, ELAGSE3W4, ELAGSE3W5, ELAGSE3W10

Collecting Ideas Teaching Point #:12

Learning Target: I can use sensory details to add vivid words to my writing.

●Review sensory details **reiterate to students that sensory details help readers visualize what is happening in the story.**

●Demonstrate/Model (I DO) Teacher will read parts of The Paperboy, identifying how sensory details are used. (Ex: the green rubber bands, the large red bag, he folded the papers quickly etc.)

●Guided Practice (WE DO) The teacher will read parts of Those Shoes. Students will identify the sensory details used and the teacher will fill out the Sensory Detail Table.

Mentor Text(s): The Paperboy by Dav Pilkey, Those Shoes by Maribeth Boelts

Anchor Chart(s): Sensory Detail Table (feel free to make one on chart paper). (See Hand Out 5)

/ ●(YOU DO) Students will complete their own sensory detail table identifying the sensory details in their own small moment.
Student Handout(s):
Sensory Detail Table (Hand Out 5)
CCSS:
ELAGSE3W3, ELAGSE3W4, ELAGSE3W5, ELAGSE3W10

Collecting Ideas Teaching Point #:13

Learning Target: I can sketch the 3-5 events in my small moment in sequential order and express the range of emotions.

●Review the difference between a sketch and illustration using the anchor chart.

●Demonstrate/Model (I DO) teacher will sketch their selected small moment to show students how to do it-Use the Timeline for My Small Moment Narrative. (Use the same small moment that you have been using throughout the lessons.) Point out using sketches that show emotion.

●Guided Practice (WE DO) See YOU DO portion as students are working, teacher will walk around and check for understanding.

Mentor Text(s):

Anchor Chart(s):Sketch and Illustration Anchor Chart (Anchor Chart 4)

See Timeline for My Small Moment Narrative handout on the board.

/ ●(YOU DO) Students will sketch their small moments making sure to show emotions in their sketches.
Student Handout(s): Timeline for My Small Moment Narrative (Hand Out 6)
CCSS:
ELAGSE3W3, ELAGSE3W4, ELAGSE3W5, ELAGSE3W10

Collecting Ideas Teaching Point #: 14

**This lesson may take 2 days.** NOT ALL STUDENTS WILL HAVE 5 POINTS.
Learning Target: I can organize my small moment by writing 3-5 main points on my timeline organizer.

●Review the sketches from the day before. Point out to students that what they write today should describe what is happening in the sketch.

●Demonstrate/Model (I DO) Teacher will use same timeline from yesterday’s lesson to demonstrate the writing from the sketch.

●Guided Practice (WE DO) See YOU DO portion as students are working, teacher will walk around and check for understanding.

Mentor Text(s): Timeline for My Small Moment Narrative handout on board from yesterday.

Anchor Chart(s): See Timeline for My Small Moment Narrative handout on the board.

/ ●(YOU DO) Students will write about their small moment using the sketches completed from the day before. Students will only need to write 1-2 sentences for each box.
Student Handout(s): Timeline for My Small Moment Narrative
CCSS:
ELAGSE3W3, ELAGSE3W4, ELAGSE3W5, ELAGSE3W10
**TIMELINES NEED TO BE APPROVED BEFORE DRAFTING.

Drafting Teaching Point #:15

**Students are using regular notebook paper, no longer using their writing notebooks.
Drafting may take 3-5 days.
**EACH POINT SHOULD BE WRITTEN ON A SEPARATE PIECE OF NOTEBOOK PAPER.**
Learning Target: I can stretch my points into a 4-6 sentence paragraph.

●Review each point of your small moment by writing the sentence from each box on your timeline on the top of a separate sheet of paper.

Demonstrate/Model (I DO) Teacher models stretching the first point into 4-6 sentences. Teacher will incorporate sensory details from previous lesson, strong emotion from previous lesson, and using specific nouns.

●Guided Practice (WE DO) See YOU DO portion as students are working, teacher will walk around and check for understanding.

Mentor Text(s): Teacher’s small moment point.

Anchor Chart(s): Teacher will model their writing on chart paper or smart board.

/ ●(YOU DO) Students will take their first point and stretch it out writing 4-6 sentences using sensory details and strong emotion.
Student Handout(s): Timeline for My Small Moment Narrative
CCSS:
ELAGSE3W3, ELAGSE3W4, ELAGSE3W5, ELAGSE3W10

Drafting Teaching Point #: 16

Learning Target: I can stretch my points into a 4-6 sentence paragraph.

●Review how to stretch one point into a 4-6 sentence paragraph.

Demonstrate/Model (I DO) Teacher models stretching the second point (separate sheet of paper) into 4-6 sentences. Teacher will incorporate sensory details from previous lesson, strong emotion from previous lesson, and using specific nouns.