Lesson: Continuing Small Moment Endings
Date______
Objective:
Students will be able to identify orally the criteria for a good ending, as well as create their own in their own small moment story.
Grade Level Content Expectations:
(Writing-Writing Process) W.PR.02.01 set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.
(Writing-Writing Process) W.PR.02.06 revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit intended purpose and audience.
Materials:
- The book, Pinky and Rex and the Perfect Pumpkin by James Howe
- Large notebook paper
Length:
Mini-lesson 15-20 minutes
Independent Writing time 25-30 minutes
Procedure:
*Advanced Preparation: Teacher should write their small moment on the large notepad paper before the lesson.
1.)Teacher will ask students to think about what Mrs. Reynolds, the writing coach, taught them in her lesson last week. If students can’t remember, remind them of Mrs. Reynold’s analogy: the ending of a story is like the icing on a cake and how we as writers want to leave the reader with a sweet taste in their mouth.
2.)Inform the students that we will be reading Chapter Four in our book. Tell them to remember the parts they like and to pay special attention to the ending of the chapter.
3.)Read the chapter.
4.)Have students volunteer descriptive things they thought the author did well.
5.)Draw the students’ attention to the ending. Ask them if it was a “frosting” ending or a boring ending.
6.)Tell students that you wrote a story last night but that you’re not sure your ending is a “frosting” one, which it isn’t. Have the students close their eyes and read it to them. (Story attached.)
7.)Ask the students, using thumbs up or down, whether your ending was a good one. (Students should all have thumbs down.)
8.)Ask them to turn to their writing partners and think of different kinds of endings they could “help” you out with.
9.)Ask students for their suggestions and then pick one. Explain why it’s a “frosting” ending.
10.)Dismiss students for independent writing time.
Assessment:
Teacher will know students will know what makes a good “frosting” ending when they verbally state it. Also, teacher will know students will be able to write their own “frosting” ending when she conferences with students individually.
Story:
My jaw fell open as I listened to the words my mom was speaking through the phone. I’m sure I looked as if I had seen a strange magical creature, like a unicorn or something, because I just couldn’t believe what she was saying. We were going to get a cat! My cat hating mom and my extremely cat hating dad were letting us get a cat! I almost dropped the phone as I jumped up and started to dance happily around my room. Then I went to bed and woke up for school the next morning.