What students will learn

The focus of module two is to begin to explore literary devices such as the contextual factors why, what, where, when and how. By using graphic organizers students will learn the different structures including sequencing and problem-solving. As the module progresses the students will build their characters, discuss setting and begin to organize their thoughts on how to begin their story, what happens as it unfolds (middle) and how to create a strong ending. After completing their graphic organizers, the students will begin the rough draft process.

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 As the students work on revising, they will learn word choice, sentence connectors, and how to create a strong ending.  Students will be introduced to peer-review, where they will listen to their partners read their story and fill out a checklist. As the module closes, the student will have one-on-one conferences with the teacher and make their final revisions.  

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How will students be successful.

Through anchor charts, graphic organizers, discussions and creative inquiry students will sequence stories and problem-solve how to begin to write their story. students will also build their character traits, discuss setting and begin to organize their thoughts on how their story begins, what happens as it unfolds (middle) and how it ends.During the module, students will practice cooperative learning through authentic activities and student-student suggestions.

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Sequence

The module begins with revisiting the book " No David" and having a discussion about David's traits. The student will work collaboratively to create a anchor chart showing character traits than move to independent writing. As the module progresses the students will create their main and supporting characters by referring to the illustrations in their book and looking at facial expressions and cues. Next students dive deeper into story elements (first introduced in module one). They will decide on their stories main ideas and begin to write details to support them. After completely a graphic organizer the students will begin the writing process. Throughout this time, students will work on revising, learn word choice, sentence connectors, and how to create a strong ending. As the module ends, the student will have one-on-one conferences with the teacher and make their final revisions. Students will be introduced peer-review by filling out a checklist while their partner reads they story to them.

 

Assessments and how they directed lesson planning 

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•  Story Elements Sort. This activity was used for an pre-assessment ( Elements, sequencing, and character traits) as well as an informative assessment focusing on PIE. 

• Anchor Chart: After the students selected their books and skimmed the illustrations they all four students created a sentences telling me there purpose (PIE)  

• Character Traits: Who are the characters in the story and how do their change throughout the story. 

• Putting it all together summative assessment which includes setting, sequencing, character traits and authors purpose.

 

Next Steps

All four students successfully built their characters. After analyzing the students summative assessments the teacher made the dicesion to reteach. After taking time to solidify their understanding of story elements, they will move to the rough draft process. The rough draft process will be differentiated in the following manner: 1) Free write and 2) story timeline.   

 

Standards

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• Oral Expression Standard 1:  Ask and answer questions about key details in a book. Participate in       collaborative conversations. Develop and expand oral communication.

• Writing and Composition Standard 3: Identify main topics in books and illustrate their details through cooperative learning

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• Visual Arts Observe and Learn Standard 1: Identify how books and Authors word choice creates feelings. Recognize how illustrations can help a reader identify the Authors purpose.

• Visual Arts Standard 2:  Envision and Critique to Reflect. Discuss stories by analyzing the illustrations. 

 

• Social Justice 12: Student will discuss the power of words and how sometimes an Authors purpose is to inform the reader of an injustice and/or persuade them to do something. 

•  Taking Action 16: Students will explain how they show empathy when they see injustice being done.

• Welcoming Diversity 6: Students will express comfort with students that are similar and different for them.