Instruction and modeling

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1 LESSON 211 Generating ideas for a personal story Materials: Use Writing Master 15 and copies of Writing Master 16 for you and your students. Instruction and modeling Explain the key concept of Unit 9. Tell children that in this new unit they will write personal stories. Explain that a personal story is a true story about something that s happened in your life something that you remember well, that s important to you in some way, and that you d like to share with others. Tell children that today you ll read a personal story by another author so they can see the kind of stories they will be writing and then you will help them remember events in their lives that they might want to write about. Sample story Daily Writing Time Unit 9, Lesson 211 Last summer my family went 15 Discuss an example of a personal story. Read aloud the story on Writing Master 15. Have children discuss what it s about (flying in an airplane for the first time) and why they think the author wrote a personal story about that event. (It was an important event because it made the author want to become a pilot.) Ask how the author felt in the story. (scared at first and then happy) Explain that authors often write personal stories about things that made them feel happy, sad, scared, excited, or a combination of feelings. Help children remember events in their lives. Point out to children that they ve all had things happen in their lives that they could write a personal story about. Ask them about an event that you think some of them may have experienced see the list below. Tell them to raise their hand if something like that has happened in their life. Call on a few of them talk briefly about their experience. Repeat to discuss several other events. Have you ever gotten a new baby brother, sister, or cousin gotten a new pet made a new friend lost a tooth been in a big snowstorm or rainstorm visited a fun or interesting place slept away from home moved to a new home started going to a new school or class learned to do something (ride a bike, swim, read a book) celebrated a holiday in a special way on a trip and I got to fly in an airplane for the first time. My dad let me sit by the window. Soon the plane was taking off. I looked out the window as we went up and up. I was a little scared, but it was so beautiful above the clouds! That s when I decided I should become a pilot. Directions: Read the story aloud and then discuss with children how it s an example of a personal story. Focus on Usage: Circle the verbs went, was, and looked in the story on Writing Master 15. Read went aloud and ask if it tells about something that is happening now, happened in the past, or will happen in the future. (in the past) Read aloud the other verbs you circled and have children tell when the actions happened. Explain that a personal narrative tells about something that already happened in someone s life, so the verbs in the story should show the action was in the past. Ask which phrase at the beginning of the story tells when the events in story took place. (Last summer) 2011 by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON 211 1

2 Model how to put your ideas for personal stories on paper. Project Writing Master 16 and read aloud the heading Events From My Life. Explain that on this page, you can draw and write about things that have happened in your life that you might want to write personal stories about. Describe an event from your life. (In the next lessons, you will plan and write a story about this event.) Sketch a picture of what happened and write a few words about it in the first box. Point out that you sketched and wrote just enough so that won t forget your story idea. Explain that in each of the other boxes, you can draw and write about other events from your life that you might want to write stories about. Practice and Application Have children sketch and write ideas for personal stories. Distribute copies of Writing Master 16. Tell children to draw and write a few words in at least two of the boxes to remind them of things that have happened in their life that they might want to write a personal story about. Point out that these don t have to be the events you just asked about, but anything that s happened that s important to them. Explain that during this unit they will write personal stories about two of the events they think of today and they ll turn one of the stories into a picture book. Circulate and help children as needed. Some children may need more help thinking of ideas for personal stories. Gather them in a group and help them brainstorm further about different things that may have happened in their lives that they can write about. It s okay if children can only think of small, recent events, such as what they did on the playground yesterday or someplace they went over the weekend these can make good stories, too. Name: stuck in snow Teacher example Events From My Life Directions: In each box, have children use pictures and words to remind them of something that s happened in their life that they might want to write a personal story about. Daily Writing Time Unit 9, Lesson 211 Keep your and children s work for later lessons. 16 Sharing Have a few children take their turn sharing ideas for personal stories they might write. Pleasant s Pointers Have children keep all their work for this unit together in one folder, since they will need to return to some pieces several times. For instance, this first lesson has children sketch their ideas for personal stories on Writing Master 16. In subsequent lessons, they will plan and draft stories about two of the ideas they sketched. Then in Unit 10, they will chose one of their story drafts to revise, edit, and publish as a picture book by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON 211 2

3 LESSON 212 Planning the beginning, middle, and end of a personal story Materials: Use your and children s completed Writing Master 16 from Lesson 211 and copies of Writing Master 17. (Each student will need at least two copies of this planning chart to use during the unit.) Instruction and modeling Explain the key concept. Remind children that yesterday they thought about things that have happened in their lives. Tell them that today they ll choose one of those events and plan the personal story they will write about it. Point out that making a plan before writing can help you figure out the important parts you want to include and the order in which they should go in your story. Name: Beginning (who, when, where) Middle (what happened) Planning Chart Daily Writing Time, Unit 9 Planning Chart Story Plan 17 Introduce the beginning, middle, and end planning chart. Project Writing Master 17. Explain that you ll plan your first story on this page. Write 1 on the blank line in the title and then read the title aloud. Point out that the rest of the chart has a space for planning the beginning, middle, and end of a story. Remind children that the beginning often tells who the story is about and when and where it took place, the middle tells what happened in the order that it happened, and the end tells what happened last to bring the story to an end. Ask which is usually the longest part of a story. (the middle) Model how to plan the beginning, middle, and end of your story. Remind children of the event from your life that you sketched on Writing Master 16 in the previous lesson. Explain that now you will plan how you ll write the beginning, middle, and end of this story. Tell the story in parts, drawing pictures and writing words in the appropriate box on the planning chart as you go. For example: Beginning This story happened back when I was 6 years old. It was the day after a big snowstorm and my brother Tom and I went outside to play. (Draw and write in the box.) Middle Snow was everywhere and we decided to climb up a huge snowbank. (Draw and write in the box.) When I got to the top, my leg sunk deep into the snow. I tried to pull it out, but it was stuck. I was scared and upset. (Draw and write.) Then my brother helped me dig up the snow around my leg. (Draw and write.) End Finally, I got my leg out and got off of that snowbank. (Draw and write in the box.) When you finish, ask children how they think your plan will help you write your story. (It will help you remember what you want to write about in the beginning, middle, and end of your story.) End (what happened last) Directions: In each box, have children use pictures and words to plan what they ll write about in the beginning, middle, and end of a personal story. Name: Beginning (who, when, where) Middle (what happened) End (what happened last) Teacher example Daily Writing Time, Unit 9 Planning Chart Story Plan Directions: In each box, have children use pictures and words to plan what they ll write about in the beginning, middle, and end of a personal story. 1 me 6 Tom 7 outside after snowstorm 17 climbed snowbank got stuck dug got out Keep your and children s plans for Lessons by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON 212 3

4 Practice and application Have children plan their story orally. Tell children to look over the events from their life that they sketched in the previous lesson and choose one for their first story. Then have them tell a partner what they think they ll write about in the beginning, middle, and end of their story. Have children plan their story on the planning chart. Distribute copies of Writing Master 17. Tell children to write 1 on the blank line in the title and then draw pictures and write a few words in each box to remind them of what they want to write about in each part their first story. Point out that they don t need to draw every detail or use complete sentences when planning they just need to draw and write enough so they remember the most important things they want to include in their story. Circulate and help children get started. Some children may need help planning their story. Have them tell you about the event they want to write about. As they tell what happened, point out what seems like the beginning, middle, and end of the story. Talk with them about what they can draw and write to show the parts of the story on their plan. It s okay if some children don t get much written on the planning chart, as long as they have thought and talked about what they plan to write. Once children have started, you may want to have writing conferences with a few students or continue circulating and providing help as needed. Pleasant s Pointers There are no exact rules for distinguishing between the beginning and middle and the middle and end of a story. So don t let children stress over deciding which part of their story should go in which box on the planning chart. The goal for using the planning chart is simply to get children to think about their whole story before writing it. For some, planning the beginning, middle, and end of their story may lead them to write a longer, more complete story than they have written so far. Sharing Have a few children take their turn sharing their plan. Give star feedback for thoughtful planning. Invite listeners to give star feedback and ask questions by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON 212 4

5 LESSONS Drafting a personal story based on your plan Materials: Use the plans you and children made in Lesson 212, chart paper, and handwriting paper. Teacher examples Plan from Lesson 212 Instruction and modeling Name: 1 Story Plan Daily Writing Time, Unit 9 Planning Chart 17 Explain the key concept. Tell children that today they ll write a draft of the story they planned in the last lesson. Explain that a draft is your first try at writing a story you have in mind. Point out that in a draft, you write the story you planned, but don t worry if the story doesn t come out exactly how you d like because you can always add to the story or change parts of it later. Beginning (who, when, where) Middle (what happened) me 6 Tom 7 outside after snowstorm climbed snowbank got stuck Model how to start drafting a story based on a plan. On chart paper, write Story 1 Draft. Read the words aloud and explain that now you ll draft the first story you planned. Project the plan you completed in the previous lesson. Point to the first box and review what you planned to write about in the beginning of your story. Say a few beginning sentences based on your plan. Write them on the chart paper, saying the words aloud as you write. Then review what you planned to write in the middle of your story. Say and write one or two sentences based on this part of your plan. (Leave out sentences that describe thoughts or feelings, since this is the focus of the next lesson.) Read aloud what you ve written so far of your story. Tell children you will continue drafting the middle and end of your story later, but now it s time for them to write. Practice and application Have children write a personal story based on their plan. Distribute handwriting paper and have children write Story 1 Draft at the top. Tell children to review the plan they made in the last lesson and then start writing their story. Remind them to say each sentence quietly to themselves before writing it and then read it aloud after writing it to make sure it sounds right. Point out that they are just writing their first draft and will have a chance to add or change their story later. End (what happened last) Directions: In each box, have children use pictures and words to plan what they ll write about in the beginning, middle, and end of a personal story. dug got out Draft started during this lesson Story 1 Draft My brother Tom and I went outside after a big snowstorm. We climbed up a huge snowbank. At the top, my leg sank in the snow and got stuck. Keep your and children s plans and drafts for Lesson 215. Circulate and help children get started. If a child s written plan is skimpy or incomplete, have him tell you or a partner about his plans before he begins writing his story. Some children may have completed their plans, but need help writing a story based on their plan. Review their plans with them and help them write a few sentences. You can have partners help each other by listening and giving feedback when their partner says a sentence aloud before writing it by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSONS

6 Once children have started, you may want to have writing conferences with a few students or continue circulating and providing help as needed. Sharing Have a few children take their turn sharing their draft of their personal story or telling about what they plan to write. Give star feedback and ask questions. Invite listeners to do the same. Reader s Response for The Straw Horse After children read the story, tell them to look back at the picture of Mrs. Dearing s toy closet on page 115. Then have them draw and write about how they would have fun playing with a toy or toys from the closet by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSONS

7 LESSON 215 Including thoughts and feelings in a personal story Materials: Use your plan from Lesson 212, the story you started in Lessons , chart paper, children s plans and drafts, and copies of Writing Master 17 (planning chart). Instruction and modeling Explain the key concept. Review with children what a personal story is. (a story about something that happened in the author s life that was important to the author in some way) Point out that a personal story usually tells what happened and what the author was thinking and feeling when those things were happening. Explain that including thoughts and feelings helps readers understand the story better and why the event was important to the author. Model how to write about thoughts or feelings in a story. Display your plan and the personal story you started in the previous lesson. Read aloud your story so far. Point out on your plan the parts you still need to write. Continue writing the story you planned, saying the words aloud as you write. When you get to a place where it makes sense to write what you thought or felt, pause and think aloud before writing. For example: Getting my leg stuck in the snow was very scary to me. It s why I still remember that snowy day so many years later and why I thought to write a story about it. I want readers to understand how I felt, so I ll write a few sentences about my feelings. Write a sentence or two about your thoughts or feelings, saying the words aloud as you write them. Then write any additional sentences needed to end your story. If there are other places in your story where it makes sense to include thoughts or feelings, think aloud again before writing them. You may want to point out that instead of saying how you felt, you can tell what you did that shows how you were feeling. For example: I was of course very happy to no longer be stuck. I was also so grateful to my brother for helping me that I gave him a big hug. I should say that in my story. Teacher example (blue text added in this lesson) Story 1 Draft My brother Tom and I went outside after a big snowstorm. We climbed up a huge snowbank. At the top, my leg sank in the snow and got stuck. I was scared I d never get it out! Tom helped dig the snow away. Finally, my leg was free. I gave Tom a hug. Then I ran down the snowbank and never climbed one again. Keep your and children s drafts for Lesson 216. Help children generate ideas before writing. Have partners take turns reading aloud or telling their story to each other. Tell them to then talk with their partner about some of the thoughts and feelings they had when different parts of their story were happening by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON 215 7

8 Practice and application Have children finish drafting their first personal story or plan their second one. If children are still writing their first story, tell them to be sure to write a sentence or two about what they thought or felt. Pair up children who are ready to plan their second story. Have partners discuss the events from their life that they sketched previously on Writing Master 16 and choose the one they want to write about next. Then have them each plan their story on the planning chart on Writing Master 17. Point out that they can show with pictures or words on their plans how they were feeling when events in their story were happening. Circulate and help children get started. Some children may need help writing about thoughts or feelings in their story. Ask them about specific parts of their story and how they felt when the events were happening. Children who are starting their second story may need you to review how to plan the beginning, middle, and end of a story on the planning chart. Have writing conferences with a few students. For each child, give positive feedback and then discuss one or two things you d like the child to work on to advance as a writer. Focus on Usage: Remind children that they can use clue words in their story to help readers better understand the order in which things happened. Point out any words related to sequence that you used in your story. Then have children help make a list of sequence words to keep on display during this unit and the next. For example: first next then last finally later before during Sharing Have a few children take their turn sharing the story they wrote or their plans for writing one. Give star feedback for including thoughts or feelings in a story or plan. Invite listeners to give star feedback and ask questions by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON 215 8

9 LESSON 216 Including dialogue in a personal story Materials: Use your story from Lessons 215, chart paper, dot stickers, children s plans and drafts, and copies of Writing Master 17 (planning chart). Instruction and modeling Explain the key concept. Tell children that today you ll show them how they can include dialogue the words that people said in their personal stories. Point out that including dialogue in a story can help readers understand what was happening better and almost feel like they were there too. Model how to include dialogue in a story. Read aloud your story from the previous lesson. Then mark one or two places with a dot sticker and describe for children the dialogue you could add there. For example: (First dot) Here I could write what Tom said when we got outside. I remember him saying how the snowbanks looked liked mountains and that we should pretend to be mountain climbers. (Second dot) Here I should write how I yelled for Tom to come help me after my leg got stuck. On a new piece of chart paper, write the dialogue you just described. Say the words aloud as you write them and note where the comma and quotation marks go. (You may want to write commas and quotes in a different color so they stand out.) Point out that words in between the quotation marks are the words that were said as best as you can remember them. Then read your whole story aloud again, but when you get to one of your numbered dots, read aloud the new dialogue sentence you wrote to go there. Have children discuss whether they like the story better with the dialogue and why or why not. Help children generate ideas before writing. Have partners talk with each other about dialogue they might want to include in the story they re working on. Teacher example from Lesson 215 (numbers added during the lesson) Story 1 Draft My brother Tom and I went outside after a big 1 snowstorm. We climbed up a huge snowbank. At the top, my leg sank in the snow and got stuck. I was scared I d never get 2 it out! Tom helped dig the snow away. Finally, my leg was free. I gave Tom a hug. Then I ran down the snowbank and never climbed one again. Teacher example (written during the lesson) 1 Tom said, Look at the mountains of snow. Let s pretend we re mountain climbers. 2 I shouted, Help me, Tom! I m stuck! Practice and application Have children plan or start writing a second personal story. Provide copies of the planning chart (Writing Master 17) and handwriting paper as needed. When children start writing their second story, have them write Story 2 Draft at the top of their paper. Encourage them to include thoughts or feelings and some dialogue in their new 2011 by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON 216 9

10 story. (Children will have the opportunity to add dialogue to their first personal story when they revise in the next unit. If they are eager to add dialogue to it now, have them mark the places in the story and write the dialogue sentences on another piece of handwriting paper.) Point out that they can look at your example if they need a reminder about where to put the comma, quotation marks, and end mark when writing dialogue. Circulate and help children get started. Some children may need help including dialogue in their story. Point out specific parts of their story and ask if they remember what they or someone else said. Refer to your example sentences when helping them punctuate dialogue sentences. Have writing conferences with a few students. For each child, give positive feedback and then discuss one or two things you d like the child to work on to advance as a writer. Pleasant s Pointers While this lesson shows how to punctuate dialogue sentences, don t expect children to do this correctly every time they want to include dialogue in a story. At this point, the mechanics are less important than having children think about and attempt to write what people said. Sharing Have a few children take their turn sharing the story they wrote or their plans for writing one. Give star feedback for planning or writing thoughts, feelings, or dialogue. Invite listeners to give star feedback and ask questions by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON

11 LESSON 217 Ending with the last important or special part Materials: Use Writing Masters 18 and 19 and children s plans and drafts. Instruction and modeling Explain the key concept. Point out that all stories have to end somehow, but some endings are better than others. Tell children that today they ll learn about one way to write a better ending. Daily Writing Time Unit 9, Lesson 217 When I was five years old, 18 Discuss a not-so-good ending for a story. Project Writing Master 18. Tell children that the story has a beginning, middle, and end, but the ending could be better. Read the story aloud and have children tell what it s all about. (going to the hospital to meet a new baby brother) Ask how the story ends (if needed, point out that the ending is in blue). (with Then we went home. ) Point out the problem with this ending is that it tells about something that happened later that is not an important part of what the story is about meeting the baby brother. Discuss a good ending for the same story. Replace Writing Master 18 with Writing Master 19. Explain that here s the story again with a new ending. Read the story aloud. Ask children if they think the new ending is better (most will say yes) and why. (It tells about something special that happened right then, not later. It s about the new baby, like the rest of the story is about.) Help children generate ideas before writing. Have partners talk with each other about how they could (or did) end their story with the last important or special thing that happened. my little brother was born. My dad took me to the hospital to meet him. I walked into the room slowly. My mom called me over. I looked at the new baby in her arms. Then we went home. Directions: Display the page. Read aloud the sample story and discuss with children how the ending (in blue) is not so good. Daily Writing Time Unit 9, Lesson 217 When I was five years old, my little brother was born. My dad took me to the hospital to meet him. I walked into the room slowly. My mom called me over. I looked at the new baby in her arms. Then 19 Practice and application Have children start or continue writing their second personal story. Provide handwriting paper as needed. Remind children that they can include thoughts, feelings, and dialogue in the middle of their story and they can end with the last important or special thing that happened. Tell them that they should not end with we went home or we went to bed because those endings usually aren t important to a story. Circulate and help children get started. Some children may need help figuring out how to end their story. Talk with them about the important events that happened in the middle of the story and what happened right after the last event. Most often, any ending that relates to the important parts of the story will work well as an ending. I touched his hand and he grabbed my finger. Directions: Display the page. Read aloud the sample story and discuss with children how the ending (in blue) tells about the last special thing that happened by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON

12 In the next lesson, you ll teach children about ending a story with a thought, feeling, or new understanding. If they write an ending like that today, point out that they have figured out another good way to end a story. Have writing conferences with a few students. For each child, give positive feedback and then discuss one or two things you d like the child to work on to advance as a writer. Sharing Have a few children take their turn telling what they plan to write or sharing a personal story they wrote. Give star feedback for planning or writing thoughts, feelings, dialogue, or good endings. Invite listeners to give star feedback and ask questions. Reader s Response for The Contest Remind children that in the play, the sun wins the contest by being nice rather than mean and bossy. Then have children draw and write about something nice they could do that might make good things happen by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON

13 LESSON 218 Ending with a thought, feeling, or new understanding Materials: Use Writing Masters 19 21, and children s plans and drafts. Instruction and modeling Explain the key concept. Remind children that in the last lesson they learned about writing an ending for a personal story. Ask what was a not-so-good way to end a story (to say you went home) and what was a better way. (to tell about the last important or special part) Reread the story on Writing Master 19 that ends with the last special thing that happened. Tell children that today they ll learn about two other good ways to end a personal story. Teach about ending with a thought and a feeling. Project Writing Master 20 and read the story aloud. Ask children what the new ending tells them. (what the author thought and felt about his baby brother) Point out that describing a thought or feeling is also a good way to end a story. Teach about ending with a new understanding. Explain that another good way to end a personal story is by telling something you learned or a new understanding you had because of what happened. Replace Writing Master 20 with Writing Master 21. Read aloud the story with the new ending. Ask children what is the new understanding the author has at the end of the story. (that he d always have a brother to love) Share opinions about the three endings. Have children discuss which ending the last special thing, the thought and feeling, or the new understanding they liked the best and why. Point out that there are lots of good ways to end a story and as an author, you get to choose the ending you want for your story. Help children generate ideas before writing. Have partners talk with each other about thoughts, feelings, and new understandings they could write about at the end of their story. Practice and application Have children finish writing their second personal story. Remind children that they can include thoughts, feelings, and dialogue in their story and their story must have some kind of ending (but not we went home or we went to bed ). If some children finished writing their story in the previous lesson, you can have them write alternate endings for one or both of their stories. Directions: Display the page. Read aloud the sample story and discuss with children how the ending (in blue) tells about the last special thing that happened. Daily Writing Time Unit 9, Lesson 218 When I was five years old, my little brother was born. My dad took me to the hospital to meet him. I walked into the room slowly. My mom called me over. I looked at the new baby in her arms. I thought he was funny looking, but I was so happy to finally have my very own brother. Directions: Display the page. Read aloud the sample story and discuss with children how the ending (in blue) expresses a thought and feeling. Daily Writing Time Unit 9, Lesson 218 When I was five years old, my little brother was born. My dad took me to the hospital to meet him. I walked into the room slowly. My mom called me over. I looked at the new baby in her arms. I realized from that day on I would always have a brother to love. Directions: Display the page. Read aloud the sample story and discuss with children how the ending (in blue) tells about a new understanding. Daily Writing Time Unit 9, Lesson 217 When I was five years old, my little brother was born. My dad took me to the hospital to meet him. I walked into the room slowly. My mom called me over. I looked at the new baby in her arms. Then I touched his hand and he grabbed my finger by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON

14 Circulate and help children get started. Some children may need help deciding how to end their story. Ask them about the last important thing that happened, what they thought or felt, and if they learned anything new because of what happened. Help them turn one of their answers into an ending. You may want to suggest sentence starters, such as: Then I. I thought. I felt. or I realized. Have writing conferences with a few students. For each child, give positive feedback and then discuss one or two things you d like the child to work on to advance as a writer. Sharing Have a few children take their turn sharing one of their personal stories. Give star feedback for including thoughts, feelings, dialogue, or a good ending. Invite listeners to give star feedback and ask questions. End-of-unit assessment While Unit 9 is done, children still have more work to do on their personal stories. In Unit 10, children will learn how to revise, edit, and publish one of the personal stories they wrote in this unit. If you want to assess their work so far, you can look on the rubric for Units 9 10 for expectations that relate to the specific products plans and drafts that children worked on in Unit by Rowland Reading Foundation. All rights reserved. UNIT 9: LESSON