Small+Moments

=2009-2010 School Year=

Writing Like Angela Johnson: Launching Small Moments
**Prep for the Unit:** Have these steps posted with student names on magnetic strips so that they can move along the steps of the writing process: [|steps.doc] Have these ready. As you introduce the different things to make a story better you can use this visual. [|ingredients of story.doc]

//note: the enlarged small moment needs to be adjusted by the teacher to illustrate their own small moments// ||
 * **//Session 1: Jotting Down Memories in Your Small Moment Notebook//** ||  ||
 * **Objective:** By the end the lesson students will demonstrate an understanding of how you record your seed memories in your small moment notebook. ||
 * **Learning Target:** I can write my seed memories in my small moment notebook. I can take care of my small moment notebook. ||
 * **Language Objective:** small moment, seed vs. watermelon ||
 * **Criteria for Success:** Successful students will be able to write seed stories in their small moment notebooks. They will be able to jot down one memory per page. ||
 * **Prep:** labels on small moment notebooks ||
 * **Material:** small moment notebook, teacher enlarged display of small moment notebook [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="external image msword.png" link="http://yasecondgrade.wikispaces.com/file/view/smallmomentnotebookdemo.doc"]] [|smallmomentnotebookdemo.doc], projector, golf pencils (make sure they are sharpened)
 * **Opener:"**Today we are going to get our small moment notebooks. These are our own special notebooks where we can jot down small moment in our lives. Later, we can use these notebooks to help us write small moment stories during Writer's Workshop. These books stay in school. They do not go home. They should go in "the work in progress" section of your Writing folder." ||
 * **Teacher Directed Instruction:** "On the computer I am going to show you some pages of my small moment notebook." //As you show students be explicit how each of these is a small moment out from a bigger event// ||
 * **Joint Practice:** Do an "I remember" circle ||
 * **Student Practice:** Students go back to their desks to add small moment stories to their booklets. Share them with the class periodically so students can add to them. ||
 * **Students Share/Debrief:** Students share out small moment at the rug - teacher affirms good small moment and helps students with watermelons narrow down their story - it's important that all students hear the teacher doing this. ||
 * **Students Share/Debrief:** Teacher role: teacher's should be conferencing with students to make sure their small moment is a seed and not a watermelon. ||
 * **Routine Practice:**
 * Practice putting caddies away
 * Practice storing small notebook in appropriate spot
 * Practice noise level
 * Reminder of where and how to put pens away ||

**//Session 3: Telling & Sketching a Story Across Five Fingers//** **//Date: Thursday, October 23, 2008//** || or, you may have kids sketch individually, or at the same time as one volunteer is sketching on the big paper.
 * **//Unit: Small Moment Stories//**
 * **Mastery Objective:** By the end of the lesson students will demonstrate an understanding of telling and sketching a story across five fingers by being a part of a shared writing activity. ||
 * **Learning Target:** I know that you tell and sketch small moment stories across five fingers, sketching (as it is described in this unit: pencil, lots of details, imperfect) ||
 * **Language Objective:** students should become familiar with the phrase "telling a story across five fingers," students should internalize the idea of a small moment story and a seed story. ||
 * **Criteria for Success:** Successful students will understand that small moment stories are told across five fingers. Successful students will also understand that writers sketch stories with lots of detail (but that sketches are imperfect). ||
 * **Material:** my small moment notebook, five pieces of paper on the board to sketch, 5-page booklets ||
 * **Opener:** Today I am going to show you how to tell a story across five fingers and then how to sketch that story across five pages. The first thing that is important that you do is that you tell your story across your five fingers to a partner or teacher. ||
 * **Teacher Directed Instruction:** Student tells an experience they have shared with the class across five fingers. Make sure that the small moment is written in your small moment book so that you are showing students that you come up with your ideas by looking at your small moment notebook. Be sure to review with students so that they really remember the story. ||
 * **Joint Practice:** Five students come up and sketch the stories on the five pages. Review each page before students come up.

worksheet for students to sketch in 5 parts: [|5stepsforsmallmoments.doc] more in-depth lesson: [|Interactive Small Moment.doc] || **//Session 4: Sketching Stories Across Five Fingers (2 Days)//** **//Date: Thursday, October 23, 2008//** ||  ||   ||   ||
 * **Student Practice:** Students get there booklets and start telling a partner a story across five pages while touching each page. ||
 * **//Unit: Small Moment Stories//**
 * **//Unit: Small Moment Stories//**
 * **//Unit: Small Moment Stories//**
 * Mastery Objective:** By the end of the lesson students will be able to demonstrate an understanding of telling a story across five fingers and pages by orally telling their story to a friend and then sketching it.
 * Learning Target:** I can sketch a small moment story across five pages in my writing booklet.
 * Criteria for Success:** Successful students will be able to sketch a small moment story across five pages in a writer's booklet. The sketches will be detailed but not perfect. The story will be a "seed" and not a "watermelon."
 * Material:** Lots of five-page booklets, three pieces of big paper on rug or board to model you doing a sketch.
 * Opener:** "Yesterday you told a story to a partner across five pages in a booklet. Today you are going to sketch that story across five pages. You will do no writing. Remember that the sketch does not have to be perfect. It must be in pencil and it must have lots of details. While you are working I am going to be sketching the story of us walking down to Back Bay T station to see the guitarist. Remember - today we will do no writing, only sketching.
 * Teacher Directed Instruction:** Students go back to do their work.
 * Teacher Modeling:** Teach sketches her small moment story on the rug or at the board and talks to herself. This is a suggestion from Kate aimed to really model for students and build excitement.
 * Student Share/Debrief:** Students come to the rug and share their story across five pages with the sketches.


 * Day 2 Extension**: Sketching stories will probably take an additional day. During the mini-lesson read students part of the book called "Family Pictures" by Carmen Lomas Garza. The pictures are very detailed in this story and there are detailed descriptions of the families' pictures. When students go back to continue work to work on their pictures push them to add as many details as possible to their sketch. Also remind them that sketches are done with pencil only.


 * Slightly different variation... students do three-page booklets. The booklets are labeled with a 1 on page 1, a 2,3,4 on page 2 and a 5 on page 3. This way students know that their page 2 represents the middle, middle, middle.


 * // Unit: Small Moment Stories //**
 * // Session 5: Adding Words //**


 * __//Learning Target://__**
 * I can add words to my story.
 * I can make sure that my words match my sketch.

__//**Teacher Directed Instruction**//__ -Model this with the story that you created with your class from a shared experience. -Students will add words to the "Che Vous" story. They brainstorm ideas and the teacher writes it down.

//__**Student Practice**__// Students go back to their own stories to add words. Some students will still be on Step 2 (sketching). Remind students that there is no rush and that once they finish their sketch they will work on adding words to their stories.

//__**Share/Debrief**__// Share student work of those writers who have added accurate words across their pages.


 * // Unit: Small Moment Stories //**
 * // Framing A Sentence //**
 * __//Learning Target://__**
 * I can frame a sentence properly.

__//**Teacher Directed Instruction**//__ Do the lesson on framing a sentence out of Project Read.


 * // Unit: Small Moment Stories //**
 * // Session 6: Revising & Editing //**


 * __//Learning Target://__**
 * I can edit my story. This means I can read my story again and fix any mistakes I made.
 * I read my story again to make sure that it makes sense.
 * I can revise my story. This means I can read my story again and make it even better!

__//**Teacher Directed Instruction**//__ Explain the following:
 * A lot of student have been saying that they are done when they finish their stories
 * Authors have to go back to edit and revise their stories before they are really done with them
 * Editing and Revising are different
 * Editing is fixing mistakes
 * Revising is going back to add interesting details to your words and sketch
 * Make an anchor chart of Editing and Revising
 * Frame a sentence
 * Spell sight words correctly (model this with the folder)
 * Reread your story
 * Make sure it makes sense
 * Add details to make it better
 * Share it with a friend to get feedback
 * Introduce an editing pen to the caddies for editing and revising (2-4/table)
 * Explain that students may only use these pens when editing and revising
 * Explain that editing and revising should take a while
 * Explain that we are really looking for the red editing pens in their work to see how thoughtful they are as writers

//__**Student Practice**__// Student who are ready for editing and revising go back to do so. Reinforce the idea that it is okay that people are at different places in the writing process. It is okay that everyone is not editing and revising. Highlight a student who may not be as far along as everyone else but who is taking their time to do high quality work.

//__**Share/Debrief**__// Share student work of those writers who have gone back to edit and revise their work. This will probably be a teacher share out of student work because you will have to explicitly state the things the student has done to make their work better.


 * // Unit: Small Moment Stories //**
 * // Session 7: What do you do when you are finished writing a story? //**

Have different styles of writing available for students
 * __//Prep://__**


 * __//Learning Target://__**
 * I can start a new story when I am done editing and revising my last story.
 * I can be responsible with my writing tools.
 * I can work independently and carefully on my writing.

__//**Teacher Directed Instruction**//__

Talk about what to do when you finish with your writing. Show students how to make a new writing booklet. Explain that once they master this you will different kinds of papers and covers that writers can chose from. Talk about safety and care with the stapler. Explain that booklets will be 5 pages long. Have a few students go up and practice doing this after you model this.


 * // Unit: Small Moment Stories //**
 * // Session 8: Building Excitement about Our Mentor Author - Angela Johnson //**

//**__Learning Target:__**//
 * I can explain why authors use mentors when they write.

__//**Vocabulary to Introduce**//__
 * authors (review)
 * mentor
 * inspire

__//**Teacher Directed Instruction**//__ Explain that often times authors get their ideas and styles from other authors. These authors inspires authors to try new things in their own writing. This is true for artists too! Explain that over the weekend you were reading some Angela Johnson books and the way that she writes about small moment stories was reminding you of some of the students' in the class' small moment stories. Explain that we are going to be studying Angela Johnson and some of the tricks that she uses as a writer to inspire us to write like her. Tell them you are going to teach them a little bit like Angela Johnson. (You may want to post her picture in the room)

//**__Show Powerpoint__**// [|angela johnson.ppt]

Read an Angela Johsnon story

//**__Share/Debrief__**//
 * Have students explain why we have mentor authors
 * Remind students to go back to their "small moment notebooks" to get ideas for new stories to write about
 * Do an "I Remember" circle and have students add to their small moment notebooks


 * // Unit: Small Moment Stories //**
 * // Session 9: Using Elipses Like Angela Johsnon //** (2 days)

//**__Learning Target__**//
 * I can add elipses to add suspense to my story just like Angela Johsnon does.

__//**Mastery Objective(s)**//__ By the end of the lesson students will be able to demonstrate an understanding of how elipses add suspense to a story by adding elipses to their own small moment stories.

__//**Teacher Directed Instruction**//__ Read two or three Angela Johsnon stories and talk about how she uses elipses to add suspense to her stories. She uses suspense to make the reader want to turn the page and know what happens next. She slows everything down when she does this.
 * Some Books with Elipses
 * __A Sweet Smell of Roses__
 * __Violet's Music__
 * __Just Like Josh Gibson__


 * Start an Anchor Chart Labeled Angela Johnson's Footprints**

An example of footprints students came up with in the past [|angel][|a johnson footprints.doc]

__//**Student Practice:**//__ Students go back to add elipses to their own writing. Explain that students should try this with the story they are working on or that they can go back with their editing pen to a story they have finished to make it even better.

__//**Share/Debrief:**//__ Share examples of student work with elipses.


 * // Unit: Small Moment Stories //**
 * // Session 10: Looking for Sounds in Words When you Write (Mechanics Lesson) //**

//**__Learning Target__**//
 * I can look for the sounds in words when I am writing.
 * I can try my hardest to look for sounds in a word when I am writing. I will persevere. This means that if it feels hard I will keep on trying.

Do an Interactive Writing with students around this work. Explain that we have to tap out sounds all of the time, not just when we are in word study. In classes it might make sense to split the Interactive Writing so it is done in small groups.


 * // Unit: Small Moment Stories //**
 * // Session 11: Cracking Open Words //**

This lesson is taken from Ralph Fletcher's book __Craft Lesson: Teaching K-8__.

//__**Learning Target:**__// I can crack open words in my writing to make it more interesting. This means that I can use really specific nouns instead of general words when I write.

__//**Prep:**//__
 * On separate pieces of paper write the following:
 * We were goofing around with my Dad's stuff.
 * My cousin and I were sword-fighting with my Dad's tools.
 * My uncle is really fun.
 * I had a blast when my uncle let me drive his Jaguar convertible in an empty parking lot.
 * stuff
 * good
 * nice
 * things
 * fun

__//**Teacher Directed Instruction:**//__ Explain that you have been seeing a lot of general and boring words in their writing that don't help you as the reader visualize their story. Show the students the words "stuff," "good," "nice," "things," and "fun." Explain that there's nothing wrong with these words but that in writing we want to make our story come alive and that there are better words we can use to make this happen.

Tell students that as a writer you can "crack open" a general word like fun by using more specific examples. Give students the example of the sentence "My uncle is fun." Explain that this sentences does not pain a picture in your mind. Show them what happens when you change the sentence to "I had a blast when my uncle let me drive his Jaguar convertible in an empty parking lot." The second image creates an image that you can see. The sentence tells you a lot about the uncle and it tells you the kind of fun that took place.

Give a couple of examples from some Angela Johnson books where she cracks open words.

__//**Student Practice:**//__ Students should go back to their own writing - a story they are working on or an old story and look for places where they can crack open words.

__//**Share/Debrief:**//__ Share out work where students have cracked open words.


 * // Unit: Small Moment Stories //**
 * // Session 12: Using Descriptive Language in Writing //**

//__**Learning Target:**__// I can add descriptive language to my small moment story to make it easier for the reader to visualize my story.

__//**Prep:**//__
 * Gather some student work where students have done this.
 * Look for an Angela Johnson book where she does this.
 * __Sweet Smell of Roses__
 * Various Images (I have pictures from the "picture is worth 1,000 words" activity) - borrow these from Annie

__//**Teacher Directed Instruction:**//__ Explain that a writer's job is to make sure that the create a movie in the reader's mind. The reader should be able to see the entire story and feel like they are either watching a movie or right there in the action. Explain that writer's use descriptive language in their writing to make it more interesting. Descriptive means that you put in words to help describe the things in your story. This is similar to the way that we used properties to describe our minerals.

I am going to show you some images and I want you to use some descriptive language to describe what is happening in the picture. The teacher should model this once or twice.

__//**Student Practice:**//__

Students go back to their writing to add descriptive language to their writing.

__//**Share/Debrief:**//__

Share out the work of students who have done this.


 * // Unit: Small Moment Stories //**
 * // Session 13: Inside Story/Outside Story //**

__** Teaching the Inside Story (2 Days) **__

//__**Learning Target:**__// I can add "the inside story" to my writing. This means that I can add what I was thinking and feeling to my story.

__//**Prep:**//__
 * create an outlined image of the human body from head to stomach on a piece of paper. Draw in the brain, heart, and stomach. On post it notes write:
 * "What were you thinking?"
 * "How did your heart feel?"
 * "Did your stomach react."
 * Print: [|InsideStoryExamples]
 * Find examples of students adding inside story if it is available

__//**Teacher Directed Instruction:**//__ "Today you are going to chose a story that you want to publish for writing." "Your job is going to be to reread all the stories you've written and pick one that you want to make perfect. Once you pick that piece you are going to work on making it even better by adding the inside story. You all have already written what has happened in your small moment story across five pages. You have added descriptive language, cracked open words, and worked on framing your sentences. Well today you are going to tell your reader what was happening inside your body during the story."
 * Build excitement about publishing
 * Final beautiful piece
 * We'll have a celebration with teachers, families, and food

Show students the visual that you have prepared of the body. Explain that the inside story is what you were thinking, how you were feeling, and if your stomach responded.

__//**Student Practice:**//__ Show the two examples of the inside story that you printed out. Have students help you to add the inside story to the example of waiting in line at water country for a scary ride and the example of falling off of the play structure. Fill in the examples.

__//**Share/Debrief:**//__ Share the work of students who have successfully done this.

__//**Day 2 Review**//__ Go back to the story that you wrote as a class on Chez Vous. Explain that you have decided to publish this story just like students have decided to publish one story from their writing folders. Tell them that you need their help to add the inside story to your piece. (You will use this Chez Vous story throughout the rest of this unit to show what you do when you go back to a piece and edit and revise it for publication).

__** Teaching the Outside Story (2 Days) **__

//__**Learning Target:**__// I can add the "outside story" to my writing. This means that I can explain how my body reacted during my story.

__//**Prep:**//__
 * Print:
 * [|OutsideStoryExamples.doc]
 * [|OutsideStoryVisual.doc]

__//**Teacher Directed Instruction:**//__ "You all have been working on adding the inside story to your writing. Today you are going to take your published piece of writing and add the outside story to your writing. The outside story is how your body responded."

__//**Student Practice:**//__ Present students with the outside story examples and have them help you fill them out.

__//**Share/Debrief:**//__ Share student work of writers who have added the outside story.

__//**Day 2 Review**//__ Go back to the story that you wrote as a class on Chez Vous. Explain that you have decided to publish this story just like students have decideed to publish one story from their writing folders. You will have already added the inside story. For the first two pages you should think aloud as you add the outside story. Then have students help you finish the last three pages together.

(2 Day Lesson)
 * // Unit: Small Moment Stories //**
 * // Session 14: Adding Dialogue Like Angela Johnson //**

//__**Learning Target:**__// I can add dialogue to my story. This means that I can add what people said.

__//**Prep:**//__
 * Angela Johnson books that use dialogue
 * __Just Like Josh Gibson__
 * __Tales of a Fourth Grade Nothing__
 * Example of student work with dialogue (Ymarii, Ella)

__//**Teacher Directed Instruction:**//__ "Authors often add dialogue to writing to show what people said during a story. This makes the reader feel like they are right there in the story hearing all of the conversation that is going on."

"I need to show you how to add dialogue to your writing. When you add dialogue to your writing you have to use quotation marks. Some of you learned about quotation marks in first grade and you called them talking marks."

Write a sentence on chart paper with dialogue. Show students how to add quotation marks. Explain that all the words that a character says need to live inside the quotation marks.

"I am going to give you a worksheet to try this and then you are going to add dialogue to your own writing."

__//**Student Practice:**//__ Students do a quotation mark Try It sheet: [|Dialogue Try It.doc] Students try to do add dialogue to their own writing.

__//**Share/Debrief:**//__ Share the work of student who have done this successfully.

__//**Day 2:**//__ On Day 2 pull students who did not understand the Try It sheet and re-teach the lesson.

As we end the unit, give students this checklist to use to make sure their work is complete. [|small moments Checklist.doc]


 * // Unit: Small Moment Stories //**
 * // Session 15: Editing & Revising Small Moment Stories //**
 * // (several days) //**

__//**Prep:**//__ The day after teachers start editing and revising they should take home the small moment stories to copy them - for students to then edit and revise on typed copies. Don't throw away any drafts as they will be attached to the back of the small moment stories.

//__**Mastery Objective:**__// By the end of the lesson students will demonstrate an understanding of editing and revising their small moment story for publication.

//__**Learning Target:**__//
 * I can re-read my story before I edit and revise.
 * I can re-read my story to make sure it makes sense.
 * I can re-read my story and frame my sentences correctly.
 * I can re-read my story and make any changes to make it better.
 * I can try to spell any words that I had trouble spelling the first time. (Use the Try It Sheet) - Annie has copies.

__//**Teacher Directed Instruction:**//__ Teach students one or two learning targets per day. Give students the checklist Heidi made before they get started. Tell them to write the page numbers where you can find the things they said were in it. Students will have to number their 5 page story. Do not conference with students until you have this.

__//**Student Practice:**//__ Students go back to revise and edit.

__//**Share/Debrief:**//__ Share student work of students who have edited and revised properly.

__//**Grading:**//__ These will be graded against the Rubric. [|small moment rubric.doc]


 * // Unit: Small Moment Stories //**
 * // Session 15: Adding Strong Leads to Your Story //**

//__**Learning Target:**__//

__//**Prep:**//__

__//**Teacher Directed Instruction:**//__

__//**Student Practice:**//__

__//**Share/Debrief:**//__


 * Ralph Fletcher book
 * Setting
 * Dialogue
 * In the middle of an action
 * Question


 * // Unit: Small Moment Stories //**
 * // Session 15: Adding Surprising Details/Adding Adjectives //**

//__**Learning Target:**__//

__//**Prep:**//__

__//**Teacher Directed Instruction:**//__

__//**Student Practice:**//__

__//**Share/Debrief:**//__


 * // Unit: Small Moment Stories //**
 * // Session 16: Start Publishing //**

//__**Learning Target:**__//

__//**Prep:**//__

__//**Teacher Directed Instruction:**//__

__//**Student Practice:**//__

__//**Share/Debrief:**//__

= Sharing Stories =

Sharing a line of story - chose a sentence to share (either inside, outside or dialogue - clump kids share one line) invite middle school and staff to come next Friday

= Resources for Small Moment Unit : Not Yet Organized =

[|the time i.doc] [|adding dialogue2.doc] [|adding dialogue.doc]

Week of October 22, 2008 (launching the small moment unit, telling a story across five fingers, sketching the story across five fingers) Week of October 28, 2008 and November 3, 2008 Week of November 17, 2008 and November 24, 2008 Week of December 15, 2008 Week of January 4, 2008