The Writing Process: Planning an Imaginative Recount. Reviewing the Text Type

Transcription

1 Fiction Imaginative Fiction The Writing Process: Poster Kit #2, Part 1 Modeled Writing / Shared Writing Teaching Focuses Understand the specific purpose and structure of a imaginative recount Discuss the main features of a plan 6+1 Traits: Ideas Share When writing an imaginative recount, it is important to include who was there as well as when, where, and how the event happened. My friends Mondo Pathways to Writing K 2 Poster B/Imaginative Recount Deconstruction Organizer To share about missing the school bus one day woke up late Late for School! I Missed the Bus! Poster B Retell an event Say who was there Say where it happened Say when it happened Make it interesting dressed washed face brushed teeth ran outside missed bus Session 1 Text Type and Process Review Reviewing the Text Type breakfast Begin the session with the Text Sample Passage (Poster A) on your easel where students can see it clearly. Using openended questions, help students state their understandings of the features of an imaginative recount. Gather responses and then read the text. Let s think about what we already know about recounts. Yes, recounts can be about a realistic event like this one. What Uh-oh! I woke up late for school. Hurry up, Sam! Mom said. I put on my shirt and my pants. Hurry up, Sam! Mom said. I ate my cereal and drank my milk. Hurry up, Sam! Mom said. I brushed my teeth and washed my face. Sam! Mom said. The bus is here! I ran outside. I saw the bus drive away. I missed the bus! Poster A Text Sample Passage Deconstruction Organizer Poster B Deconstruction Organizer Poster B else do you know about an imaginative recount? What would the author have to think about before writing one? Look for those ideas in this text. Introducing the Writing Process Focus Referring to the Text Sample Passage, review the process that a writer takes from planning to publishing. Be sure students understand that they are studying the text from the writer s perspective. Let s think like writers now. What steps did the author follow in creating this recount? Yes, he would have thought about making a plan. What else? That s right, the order of the events is important, too. We think about this when we are composing. Highlight the planning stage of the writing process and check students understanding (the writer thinks about the purpose, audience, topic, and text type of their piece). Planning is the very first stage of the writing process. What do you think a writer needs to do when planning? Yes, he thinks about who will read the recount and why he is writing it. Deconstructing the Writing Process Focus Arrange the poster kit so that the Text Sample Passage (Poster A) and the Deconstruction Organizer (Poster B) sit side by side on your easel. Focus the discussion on aspects of planning that the writer might have followed while planning I Missed the Bus! Record student ideas on the organizer. Your notes may or may not be similar to the example at the left. We have been thinking about the planning process for this recount. Now let s record our ideas on the organizer. What did this author think about during the planning stage? Yes, he would be thinking about some possible ideas. What would they have been? I ll record that with a quick sketch. Mondo Pathways to Writing K 2 I Missed the Bus! 1

2 Session 2 Modeled Writing: Planning (Authorial) Teaching Focuses Discuss the main features of a plan Use objects, experiences, or other texts to help focus thoughts in preparation for writing 6+1 Traits: Ideas Teacher Tip Kindergarten students will create recounts based on their own experiences and combine the actual events with imaginative elements. Personal recounts of this type are thus both works of fiction and nonfiction. Reflecting on the Writing Process Focus Recap the writing process with students, linking back to the previous session. Explain that you will be doing a modeled writing session about the planning stage of the writing process. Specifically, you will be demonstrating how a writer plans an imaginative recount. As we talked about the planning process for I Missed the Bus! yesterday, what did we decide the author had done to plan his recount? Quickly share your ideas with your partner. We have been reading some different recounts in class. I am going to model how I would plan an imaginative recount about seeing a big Thanksgiving Day parade. Recording the Teacher s Thoughts Place the poster kit on your easel so that the () is visible to all students. As you plan your recount, demonstrate how good writers think about all aspects of the planning process. Model the types of questions writers may might themselves as they plan while writing your plan on the Planning Organizer. You may choose your own topic or use the one we have shown as an example below. When planning, in addition to thinking about the text type, audience, and purpose, I need to think about the events to include in my recount. Which events will be most interesting to the reader? When planning an imaginative recount, I can use something that has happened to me, but I can make up part of the story as well. I will use quick sketches to get my ideas down. My students To share what I liked best at the parade giant balloons It retells an event Order is important Say when it happened Say who and where Make it interesting floats Once you have completed each section of your plan on the, revisit the teaching focus of the session. Indicate how you may use objects, experiences, and/or other texts to help focus thoughts in preparation for writing. I ve completed my plan, but I need to check a few things. Have I thought who my audience will be? The reason I am writing? Have I considered the special features of recounts? Do I have enough ideas to create an interesting story? How have I used ideas from the parade I really did see? Reflecting on the Modeled Writing Process Focus Bring the session to a close by guiding students to reflect on how the planning process you have modeled will assist them in making use of personal experiences to create imaginative recounts. marching bands The Thanksgiving Day Parade dancers As I planned today, I was thinking about my story ideas, the setting, and events of the recount. Authors think about their story ideas when they are planning their work. When you are planning stories on your own, I want you to think about your experiences and how you can use them in your stories. clowns Mondo Pathways to Writing K 2 /Imaginative Recount 2 Mondo Pathways to Writing K 2 I Missed the Bus!

3 Session 3 Shared Writing: Planning (Authorial) Reviewing the Writing Process Focus Seat students on the floor where they can all see the (). Erase the plan you created in Session 2. Convey the teaching focus, and then invite students to participate in the planning of an imaginative recount. We know that recounts can tell about an event that could happen to us. Let s choose something we have done and create an imaginative recount. We can start with something we have done and add what we would like to do. Think about some possible ideas. How will we decide? Generating Students Thoughts Teaching Focuses Discuss the main features of a plan Use objects, experiences, or other texts to help focus thoughts in preparation for writing 6+1 Traits: Ideas Teacher Tip Facilitate a discussion with your students, encouraging them to consider the features of an imaginative recount and the experiences they have had that would make an interesting recount. We have decided to write an imaginative recount about going ice skating. Let s think about what we know about ice skating. How can we use this for an imaginative recount? What might happen in the story? Remember that when we are planning, we are thinking about our ideas. In shared writing, the teacher takes responsibility for recording student ideas. This leaves the students free to focus on the authorial aspect of planning. Generation of a wide range of ideas should be the focus at this time. Recording Students Thoughts As the discussion continues, record student ideas using quick sketches and labels on the, having them think about audience and purpose along with the recount events. This supports students in the creation of a more complicated storyline than they would develop on their own. Think about who will read our recount. What information will we need to give the reader of our recount? How can we help them to understand our ideas? What will make our recount interesting? Yes, we will need to think about where we went skating. We could write about skating on a lake, even if we haven t done this ourselves. Reflecting on the Shared Writing Process Focus Conclude the shared writing session by having students think about the planning process they used in the session and how it will help them when generating ideas for their own work. Planning is the very first thing a good writer does when getting ready to write a new piece. Talk to your neighbor about the things you will do when you plan. Think of a few objects or experiences you ve had that might make good story ideas. You can do this when you write on your own as well. It retells an event [Text Graphic =Poster The order is important C: reduced, partially Say when it happened Who and where completed Composing It should be interesting Organizer - shared writing] Kindergarten class We want to write about going ice skating jacket skates Ice Skating on the Lake hat gloves scarf slippery success! fell over Dad helped Mondo Pathways to Writing K 2 /Imaginative Recount Mondo Pathways to Writing K 2 I Missed the Bus! 3

4 Deconstruction Organizer Poster B Mondo Pathways to Writing K 2 Poster B/Imaginative Recount 4 Mondo Pathways to Writing K 2 I Missed the Bus!

5 Mondo Pathways to Writing K 2 /Imaginative Recount Mondo Pathways to Writing K 2 I Missed the Bus! 5

6 From Planning to Publishing: Imaginative Recount Poster Kit #2, Part 2 Teaching Focus Think about and discuss the purpose for the writing 6+1 Traits: Ideas ELL Support Support ELL students by having them brainstorm vocabulary on different topics to increase the range of words they include in their writing. Session 1 Shared Writing: Planning (Authorial) Introducing the Concept of the Piece Arrange the poster kit so that the (Poster D) is clearly visible to all students. Explain that they will be contributing to an imaginative recount. We have been looking closely at how we might plan an imaginative recount. Now let s use what we have learned to write an imaginative recount of our own. What do you suggest? Yes, a visit to the circus would be a good choice. Who remembers what we need to do when planning? Generating Students Thoughts Who will read my story? My Ideas What do I know about a recount? Poster D Poster D Have students consider their audience, purpose, and text type features as they think about topics and ideas. Use open-ended questions to prompt their thoughts. Turn and share with your partner what events you think we should include in our recount. How can we use something that you have experienced in our imaginative recount? What do you remember about a visit to the circus? As you think about these questions, keep in mind who will read our recount and our reason for writing it. Poster D Recording Students Thoughts Shared Writing Who will read my story? My Ideas Other students For display in the school library funny What do I know about a recount? Retell an event. Order is important. Say when it happened. Say who and where. Needs to be interesting. tricks Using the to record ideas, elicit students contributions and shape them into a cohesive plan. Guide them to think about how they will describe the events for their audience. An example is provided at left. As we work on our plan, we need to think about our audience. We need to be sure that they will find our recount interesting. I want you to throw out lots of ideas to me. If we have more than we need, we can choose not to use some when we compose. Let s start by describing the circus. What comes to mind? Okay, I ll sketch that here. What label can I use? circus tent clowns makeup Reflecting on the Planning Process Focus At the Circus Round off the session by having students think about the aspects of planning they had to consider, and whether they have thought about their purpose for writing the recount. ring ringmaster animals costume Let s review the things we though about as we did our plan. Who wants to start? Who remembers what our reason, or purpose for writing is? These are things to think about when you are writing on your own, too. Mondo Pathways to Writing K 2 Poster D/Imaginative Recount Mondo Pathways to Writing K 2 I Missed the Bus! 12

7 Session 2 Shared Writing: Composing (Authorial) Teaching Focus Reflecting on the Use social vocabulary and/or simple academic language (book language) to express thoughts verbally and in writing With the completed (Poster D) from the previous session on the easel where students can see it easily, begin by reflecting on the ideas generated the day before. Poster D Who will read my story? What do I know about a recount? My Ideas Composing an Imaginative Recount Take the ideas from your plan and add more details. Draw pictures in each frame. Then add some labels. 6+1 Traits: Word Choice Teacher Tip The is a teaching tool. Students are not expected to use one every time they compose. You may use this organizer to demonstrate to students how to take one aspect of their plan and provide additional details. Let s read over our plan from yesterday and think about the ideas we talked about. Share your ideas with your partner. As authors, what other decisions do we need to make now? Can you think of anything else we should include in this plan? What ideas do you have? What changes could we make? Organizing Students Thoughts Poster D Arrange the poster kit so that the completed (Poster D) and the () sit side by side on your easel or chalk board ledge. Students will need to refer to them simultaneously. Using the headings, focus students thinking on moving from planning to the composing process. Let s think about adding more details to our ideas for a recount. What more could we say about the clowns? Share your ideas with your neighbor. How can we make our readers, or audience, understand how we remember the clowns? What made you laugh? How could we say that? Let s draw and write those ideas down now. Composing an Imaginative Recount Take the ideas from your plan and add more details. Draw pictures in each frame. Then add some labels. Clowns makeup costume Recording Students Thoughts As you write student responses onto the, encourage them to select ideas from the plan and expand these ideas into text that will convey their thinking to their audience. At this point, they may decide to add new ideas or leave out some elements of the original plan. Think about where the circus was. How could we describe that? Yes, we need to help our readers picture those clowns. How do you picture them? That sounds great I will write that on the organizer. What else did the clowns do? Think about how a writer would say that. Now, how will we describe how they made us laugh? Reflecting on the Composing Process Focus each clown has a special face tricks make funny mistakes baggy pants and big shoes funny clowns make me laugh At the conclusion of the session, refer back to the teaching focus and encourage students to decide how well they expressed their thoughts in their recount. Establish an expectation they will continue to think about these aspects when composing independently. Let s listen to the way we expressed some of our thoughts. What do you think? How do you like the words we used? Does it sound like you talking? Why do you think it s important to listen to how our words sound? Yes, if we like the way they sound, our readers will, too. Mondo Pathways to Writing K 2 /Imaginative Recount 11 Mondo Pathways to Writing K 2 I Missed the Bus!

8 Session 3 Shared Writing: Recording (Secretarial) Reflecting on the Review the process from planning to composing that students have contributed to in prior sessions. Use the completed organizers to prompt students thinking, and explain to students how this work will be helpful when recording their story. Yesterday we composed our recount. We chose ideas from our plan and added more details. We also thought about words we could use to express our ideas. This will help us as we record our recount today. Turn and tell your neighbor how you think this will be helpful. Who has an idea to share? Recording Students Thoughts (on chart paper) Composing an Imaginative Recount Take the ideas from your plan and add more details. Draw pictures in each frame. Then add some labels. Teaching Focus Hear and record final sounds in words 6+1 Traits: Conventions Teacher Tip Students need the opportunity to think about the way words look by trying several different patterns and other words with that pattern. As you take responsibility for recording the story on chart paper, refer students to both the and the Recording Pointers poster as they contribute to the recording of the piece. Make reference to the teaching focus for this session as you emphasize the things good writers consider when recording. How will we start our recount about the circus? What would be a good way to describe the clown? As we record our ideas, we need to think about spelling. What can we do when we come to a word we are unsure of? Yes, we can say the word slowly and listen to the sounds we hear. We already have the m at the beginning. Let s see if we can hear the last sound in makeup. Reflecting on the Recording Process Focus Conclude the session by having students reflect on the recording process. Highlight the use of the Recording Pointers poster that you have on display with the expectation they will begin to make use of these ideas when writing independently. Teacher Tip Demonstrate to students how to articulate words slowly in order to hear the individual sounds. At first, accept any sound they hear, regardless of its position in the word. Once they are hearing most sounds in a word, encourage them to give them in correct sequence. Session 4 Shared Writing: Revising (Authorial) Revisiting Students Text Teaching Focus Begin with a shared reading of the text you recorded yesterday. Help students reflect on their ideas from the planning and composing sessions. This is the time to ensure that their piece achieves what they set out to do on the Planning and s. Composing an Imaginative Recount Take the ideas from your plan and add more details. Draw pictures in each frame. Then add some labels. Revising Tips Revising an Imaginative Recount Will my recount be interesting to the reader? Have I included who, what, when, where, and why? Are my ideas in a good order? Have I shared my feelings? Have I written this as if I had seen the event? Do I need to write more information? Can the reader picture where the story happens? Do I have a good ending? How does it sound when I read it aloud? Now I am ready to read it to a friend. Poster F Refer back to plan when revising text 6+1 Traits: Organization As we read our recount, let s think about our original plan. Have we done what we set out to do? What do you think? I agree, we have described the circus and the clowns so that readers can picture them in their minds. What else do we need to think about? Are we happy with the order of our ideas? Poster F Revising Tips Mondo Pathways to Writing K 2 I Missed the Bus! 10

9 Session 4 (cont.) Share As they revise, good writers think about the order of their ideas. They also check to be sure that their writing gives readers the message they intended when they were planning. Revising Students Thoughts Encourage students to refer to the Revising Tips poster as they reflect on the original purpose and audience for the writing. They may consider changing or omitting ideas to make their message clearer. As we read the recount aloud, think about the message of our story. Would someone from another class understand our ideas? Would taking something out make it easier to understand? Let s try that. Then we can reread the recount to see if it makes our ideas clearer. Reflecting on the Revising Process Focus Round off the session by having students think back on the revision process. Remind them to think about their original plan when revising their own work. Make copies of Revising Tips for their writing folders. Session 5 Shared Writing: Editing & Publishing (Secretarial) Teaching Focus Edit writing to check for spelling 6+1 Traits: Conventions Share When editing your work, check that you have used a capital letter for the start of each sentence and a period at the end. Be sure you have used capital letters for names, too. Editing Students Text Editing provides an opportunity to consider spelling, and to begin to check for overused words or sentence structures. Establish the expectation that students will edit their own work before asking another student to read and check it for them. Remind them to check the Publishing Pointers poster for helpful hints. Now that we are happy with the message of our recount, we need to check that it is correct in every detail and ready for publishing. What things do we need to check? Yes, spelling and punctuation are things we check when we edit our work. How will we do this? Completing the Publishing Process Editing Your Work Reread your work. Make sure it is clear. Check your capital letters and periods. Check your spelling. Use proofreading marks if you need to fix things. Reread your work one more time. Publishing Your Work Proofreading Marks Change to a capital letter Check spelling Add period Use neat handwriting or computer type. Keep even spaces between words. For fiction, draw pictures that go with the story. For nonfiction, draw pictures that make the information clearer. Number the pages of a book. Make a cover and an About the Author page. Publishing Pointers With the editing process completed, have students decide how to publish the story. They should consider text type, purpose, and audience as they select their publishing media. How shall we publish our recount? Yes, this is going to be displayed in the library. What will be the best way to do this? Is there another suggestion? Having decided the format of the recount, involve students in the production of the published version, by hand or on a computer. Encourage them to consider layout; type font, size, and color; and the placement of any illustrations. Have students reflect on their involvement in the writing process from planning to publishing. Have them articulate what they learned about writing through their shared writing experience. Let s think about what we learned about the writing process as we created our recount. What did we do really well? Which parts of this process were tricky? How will you use what we learned about the writing process when writing your own recounts? 9 Mondo Pathways to Writing K 2 I Missed the Bus!

10 Poster D Who will read my story? What do I know about a recount? My Ideas Mondo Pathways to Writing K 2 Poster D/Imaginative Recount Mondo Pathways to Writing K 2 I Missed the Bus! 8

11 Composing an Imaginative Recount Take the ideas from your plan and add more details. Draw pictures in each frame. Then add some labels. Mondo Pathways to Writing K 2 /Imaginative Recount 7 Mondo Pathways to Writing K 2 I Missed the Bus!

12 Revising Tips Poster F Revising an Imaginative Recount Will my recount be interesting to the reader? Have I included who, what, when, where, and why? Are my ideas in a good order? Have I shared my feelings? Have I written this as if I had seen the event? Do I need to write more information? Can the reader picture where the story happens? Do I have a good ending? How does it sound when I read it aloud? Now I am ready to read it to a friend. Mondo Pathways to Writing K 2 /Imaginative Recount Mondo Pathways to Writing K 2 I Missed the Bus! 6