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Unit #1: Improving Narrative Writing
Unit #1: Improving Narrative Writing
Essential Questions:
Essential Questions:
How do writers study the mentor texts for Inspiration and Ideas?
How do writers use mentor books to notice Author's craft (Imagery, Tension and Literary Language)?
How do writers independently choose mentor texts to incorporate craft moves, edit and revise their own work for publication?
Priority Standards:
Priority Standards:
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Supporting Standards:
Supporting Standards:
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
This may be literacy in content area (CCSS) or standards from other disciplines such as technology.)
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Demonstrate understanding of word relationships and nuances in word meanings.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
ELA Learning Expectations:
ELA Learning Expectations:
Curiosity-The desire to know more about the world.
Openness-The willingness to consider ways of being and thinking in the world.
Engagement-A sense of investment and involvement in learning.
Creativity-The ability to use novel approaches for generating, investigating and representing ideas.
Persistence-The ability to sustain interest in and attention to short-and long-term projects.
Responsibility-The ability to take ownership of one's actions and understand the consequences of those actions for oneself and others.
Flexibility-The ability to adapt to situations, expectations, or demands.
Metacognition-The ability to reflect on ones own thinking as well as on the individual and cultural process used to construct knowledge.
National Council of Teachers of English & National Writing Project (2011)
Concepts & Skills:
Concepts & Skills:
Bend I
Students will be able to:
Discover that master authors tell meaningful stories. These authors will inspire students to generate ideas for their own writings in order for them to write their own meaningful stories.
Collect tiny details and ideas they can write into stories using a tiny topic notebook.
Plan their stories by stretching out their small moments.
Magnify their small moments by using lots of details.
Revise their writings and adding powerful endings.
Reread their writings to be sure it makes sense and adding punctuation .
Set goals to improve their writings.
Bend II:
Students will be able to:
Revise their writing for intentions: students will think about what they are trying to do as a reader.
Closely read a mentor text to name a question that will guide an inquiry of the author's craft.
Try out craft moves learned from mentor authors.
Revise their writing to emulate the craft moves of mentor authors.
Use mentor texts to help revise for the way their writing sounds: students will learn to use careful and thoughtful word choices to capture the sound and beauty of their writing.
Bend III
Students will be able to:
Choose a mentor text and identify craft moves that they may try in their own writing.
Try something new they have learned from their mentor text in their own story.
Meet with a partner and share their writings and offer feedback.
Edit their writings using the editing checklist and partner feedback to prepare for publication.
Share their writings to a selected audience.
Instructional Strategies:
Instructional Strategies:
Writer's Workshop will include a daily mini lesson (15 min.), writing time and share. Writing time will include small group work, individual conferences, peer editing/revising.
Mini-lesson will include anchor texts and provided strategy notes to develop writing anchor charts.
Options for publishing throughout the unit can include Google Classroom.
Opportunities to share and celebrate.
Assessments:
Assessments:
Pre-Assessment
Post - Assessment
Formative Assessments (teacher created checklists that provide specific feedback on student's written pieces
Second Grade Rubric for Narrative Writing- topic, lead, transitions, ending; organization; elaboration; craft; spelling; punctuation
Writing Porfolios
Resources:
Resources:
Owl Moon By Jane Yolen
Tiny Topics Notepads
Kevin Henkes collection
Second Grade Writers Checklist
The Leaving Morning By: Angela Johnso
Variety of Narrative Just Right Reading Books
Roller Coaster by Marla Frazee
Mercy Watson to the Rescue by Kate DiCamillo
Websites:
writereader.com
youtube.com Writing a Personal Narrative episodes 1- 7
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