FRAMINGHAM Public SchoolsCURRICULUM UNIT TEMPLATE: August 4, 20122012-2013

Unit Title : Nonfiction Writing: Procedures and Repots (All About Books)
Grade Level: Kindergarten / Length: 6 weeks
Unit OverviewCan you include an overview in a narrative form? You can look at the overviews from the Launching unit for examples.
Key Understandings (Students will understand that….)
  • Non-fiction books teach us about a topic.
  • Non-fiction writing has different text features and structures than narrative writing.
  • Non-fiction writing is factual and a variety of sources should be used to inform the content. (e.g. observations, reading, interviews)

Essential Questions(Students explore important ideas in the unit through such questions as…)
  • What does non-fiction writing look like?
  • How do you research?

Focus StandardsI love the way you put the lessons with the standards. It is a great guide for teachers ! Which standards do you think we should assess in this unit? Can you go through in put them in bold?
Reading for Literature (RL)
Reading for Information (RI) / RI.K.1With prompting and support, ask and answer questions about key details in a text. [Lesson 7, Lesson 11 After the Workshop Share Lucy Calkins ]
RI.K.2With prompting and support, identify the main topic and retell key details of a text. [Lessons 7, Lesson 11 After the Workshop Share Lucy Calkins ]
RI.K.5 Identify the front cover, back cover, and title page of a book. [Introducing All-About Books (LC Session VII), How to research [Lesson 11 After the workshop share Lucy Calkins]
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text . [Lesson 7, Lesson 11 After the Workshop Share Lucy Calkins ]
RI.K.7With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [Lesson 4 Lucy Calkins]
Writing (W) / W.K.2Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.[Lesson 7, Lesson 8, Lesson 9, Lesson 10, Lesson 11 Lucy Calkins]
W.K.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. [Conferring and Lesson 12, Lesson 13, Lesson 14 Lucy Calkins]
W.K.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [How to research [Lesson 11 After the Workshop Share Lucy Calkins]
Speaking and Listening (SL) / SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.[Lesson 9, Lesson 11 Lucy Calkins]
SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail. [Making Labeled Diagrams [Lesson 10 Lucy Cakins]
Language (L) / L.K.1cForm regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).teacher created resource? I don’t think this is in the Mastering the Mechanics
L.K. 1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). [Lesson 9 Lucy Calkins]
L.K.1f Produce and expand complete sentences in shared language activities.[“Teach” and “Active Engagement” sections of all mini-lessons]
L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [Lesson 14 Lucy Calkins]
L.K.5aSort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.[Lesson 8 Lucy Calkins]
L.K.5cIdentify real-life connections between words and their use (e.g., note places at school that are colorful).[Lesson 10 Lucy Calkins]
Reading Foundational Skills / [FPS Implementation note: These standards are addressed during guided reading, shared reading, and word study.]
Overarching Standards
RI. K.10 Actively engage in group reading activities with purpose and understanding.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
L.K.6 Use words and phrases acquired through conversations, reading, and being read to, and responding to text.
KnowledgeMake sure the knowledge and skills bullets come from the ASSESSED standards (for the most part) / Skills
Students will know…
Key Vocabulary: / Students will be able to….
AssessmentHow can teachers use the assessments to assess the standards above?Look at this link:
Performance Assessment / Other Assessment (formative and summative)
Core Texts/Reading Selections
Informational Texts: Literary Nonfiction, History/Social Studies, Science/Technical / Literature: Stories, Drama, Poetry
Differentiated Texts/Reading Selections
Intervention / Enrichment / ELL
Other Resources
Online Resources
Art/Music/Media Connections
Math/Science/Social Studies Connections
Learning Progression for this Unit
  1. Introducing All About Books (LC Session VII)

  1. Structuring All-About Books (LC Session VIII)

  1. Planning Each Chapter: Choosing Papers and Structures (LC Session IX)

  1. Making Labeled Diagrams (LC Session X)

  1. Incorporating Features of How-To Writing (LC Session IV)

  1. Making Texts That Teach (LC Session XI – Omit “After the workshop share”

  1. How to research (LC Session XI – After the workshop share)

  1. Editing: Becoming Resourceful Word Solvers (LC Session XIV)

  1. Placing Student Books in Classroom Library

Lesson Plan Mini-Map for Unit
Lesson Title: Introducing All About Books (LC Session VI I)
Lesson Summary: This lesson gives students time to study published All About books. They do not begin to write their own All About books in this lesson. Students begin to identify components and features of All About books.
Learning Objectives: The learner will be able to describe and name different features of All About books.
Materials: Pumpkin by Gail Gibbons, variety of other All About books **FIND RESOURCES IN AUGUST**Chick Life Cycle by Elizabeth Bennett (Science Vocabulary Readers) – has lots of good text features
These are the books that the district purchased when the program was adopted so each school should have:
Honey I Love Eloise Greenfield
Apples and Pumpkins Anne Rockwell
I’m in Charge of Celebrations Byrd Balor
Ant Cities Arthur Dorros
Snow is Falling Franklin Branley
Butterflies and Moths Bobbie Kalman and Tammy Everts
Apples Gail Gibbons
Do you think these will work for this lesson? If not, please make a list of books that you think each school will need for this section. Bonus points for books in Spanish or Portuguese. 
Lesson Title: Structure All About books: the Table of Contents (LC Session VII)
Lesson Summary: In this lesson, students identify a topic, “try it on” to decide if they know enough, and write a table of contents.
**In kindergarten, this lesson will be more effective in teacher led small groups (especially writing the table of contents). Once students have written their first All About book, they are more able to independently write a table of contents.**
**Skip the Mid-Workshop Teaching Point reference to How-To Books. This will come later in the unit.**
Learning Objectives: The learner will be able to pick an appropriate topic and write a table of contents about the topic (with teacher support and guidance).
Materials: Previously created chart “All About Books often have”
Lesson Title: Planning Each Chapter: Choosing Papers and Structures (LC Session IX)
Lesson Summary: In this lesson, students pick the appropriate kind of paper to match the type of writing.
**Lucy Calkins emphasizes How-To paper, but in this unit, students have not written How-To’s yet, so instead emphasize the “Different-Kinds-Of-Something” paper.**
**You may want to include the traditional narrative paper (drawing on top, lines on bottom) as well.**
Learning Objectives: The learner will be able to pick the appropriate paper to match the information they want to share/write about.
Materials: Different types of writing paper (Examples are available on the Lucy Calkins CD-ROM)
Lesson Title: Making Labeled Drawings (LC Session X)
Lesson Summary: In this lesson, students learn about making labeled drawings and showing particular parts close-up.
Learning Objectives: The learner will be able to draw and label different parts of the picture.
Materials: The Pumpkin Book by Gail Gibbons, Parts of a Thing Paper (on CD-ROM) **could be modified to include a line at the bottom or top for a title/caption for the picture**
Lesson Title: Incorporating Features of How-To Writing (LC Session IV)
Lesson Summary: In this lesson, students will look specifically at the How-To page from The Pumpkin Book and discuss features and characteristics of the How-To genre.
**Change the “Link” since this will be the first time students are beginning to write How-To pieces and are not revising ones they have already written.**
Learning Objectives: The learner will be able to a How-To page to add to their All About books.
Materials: The Pumpkin Book by Gail Gibbons, How-To paper (CD-ROM), Other How-To books (e.g. Making Pizza by Sarah O’Neil)
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