Week+of+October+28,+2008

Session 5: Adding Details to Your Sketch Date:// Monday, 10/27/08
 * **//Unit: Small Moment Stories/Writing Like Ezra Jack Keats

Objective:** By the end of the lesson students will demonstrate and understanding of adding as many details that they remember to their sketches of their small moment story by seeing this modeled by the teacher and the doing it themselves. || Session 6: Writing Your Small Moment Story Across Five Pages (this will take 2 writing days) Date:// Friday, 10/31/08 and Monday, 11/01/08
 * **Learning Target:** I can add as many details to my sketch as I remember. ||
 * **Language Objective:** review of how you sketch (with a pencil, imperfect), details ||
 * **Criteria for Success:** Successful students will be able to think about their small moment stories and remember as many details about their story as possible. They will be able to add details to their sketch along with labels. Facial expressions, people, etc. are things to remind students about. It will be obvious during this time which students have not picked a "good' small moment story. An inappropriate story is one that students don't remember very clearly. Students who have made up small moment stories will most likely struggle here to. ||
 * **Material:** previous sketches of the story done during the "shared sketch" activity, students' writers booklets. ||
 * **Opener:** Review what we have learned to do so far when writing small moment notebooks -- step 1: chose a small moment story, step 2: tell the story to a friend across five pages while touching each page, step 3: sketch the story across five pages ||
 * **Teacher Directed Instruction:** "Last week many of you started sketching your small moment stories across five pages. Nobody finished though. Today your job is to finish sketching your story across five pages. Please remember that sketches are always done with pencil and you do not need to worry about the sketches being perfect. The reason we sketch our pictures across five pages first is because it's important that we remember all of the details of how things in our story happened. You should sketch as many details as you remember. It's important that you label parts of your sketch and show how the people in your story are feeling in your sketch. Today we are going to go back to the sketches you did of my story when Ms. Fess and I got our cars towed." ||
 * **Joint Practice:** With the help of the students retell the story and add as many details as possible to the picture. The teacher should add the details, NOT the students. This way it will go more quickly. Model this by sharing your thinking aloud and adding details and labels to the sketch. ||
 * **Student Practice:** Students go back to their seats and add as many details to their sketches as possible. When walking around to confer with students ask specific questions about their drawing to help them add details. Some examples of questions are: "Who was there?" "How was X feeling?" "Where exactly were you?" "What is that?" ||
 * **Student Share/Debrief:** Choose 2-3 students to share their sketches. Be on the lookout for students with VERY detailed sketches. ||
 * //***Writing prompt administered on Tuesday, 10/28/08 and Thursday 10/30/08**// ||
 * **//Unit: Small Moment Stories/Writing Like Ezra Jack Keats

Objective:** By the end of the lesson students will demonstrate an understanding of adding words to their small moment story that match their sketches by beginning the process of writing their story after having gone through the process in a "shared writing" activity. || Notes with Susan for more planning: Some of you all wrote stories but the question that we had was: Why are you telling this story? Why do you want to tell this story? What makes this story important? What's the purpose? Tie it to Keats' point? What is Ezra Jack Keats' theme? What does Keats' want his reader to know? Why did Keats' write this story? The way that we show this to students is that we tell them the reason that we wrote the towing story is because it's funny. Talk about seeing the movie in your head and tell exactly what happened.
 * **Learning Target:** I know how to add words that match my detailed sketch in my small moment story. ||
 * **Criteria for Success:** Successful students will be able to help add words to the sketch of the story that the teacher wrote (in our case - the towing story). ||
 * **Material:** tape paper on to the bottom of the sketches to add words, step 4 poster for the small moment writing process ||
 * **Opener:** "Yesterday we talked about how important it is to add as many details to the sketches in your story as possible. Today we are finally going to add words to our story." ||
 * **Teacher Directed Instruction:** "As we do this together, notice how much easier writing is because you have added all of the important details of your sketch to your story. Also remember what we learned from Keats. On the first page of a story we usually know the setting of the story along with some characters." ||
 * **Joint Practice:** Through a shared writing experience (teacher writes but students develop the words) add words to the story. Be sure to add all the details in the picture to the words in the story. ||
 * **Student Practice:** Students will probably get an opportunity to really write on Thursday and not Tuesday, be sure to review Tuesday's lesson on Thursday before students start writing. When students are working help them to add necessary details to their words that exist in their picture. ||
 * **Student Share/Debrief:** Share 2-3 stories where students have written about all of the details in their illustrations. Also look for students who included the setting and character in the first page. ||  ||
 * **Student Share/Debrief:** Share 2-3 stories where students have written about all of the details in their illustrations. Also look for students who included the setting and character in the first page. ||  ||

Friday Have a couple of students share at the beginning and end. One thing that helps me write a story is saying, "why am I writing this story anyway?" Tell the first whole story to a partner and have the partner ask questions. Ask the listener does it feel like you can see the movie? They can ask a couple of generic questions. Modeling it before you send them off. Model the types of questions you would do? Make sure you debrief.

Week of November 3, 2008

Monday Add words. Model it.

Tuesday Why are you writing this story? That the lesson. showing not telling...

Susan is going bring in stuff about adding details.

Thursday What do you do when you finish. "When you think you're done, you've just begun." Introduce the revise and edit step. Go back and see if you can make it better. Then you start a new piece. revising (add to the words and add to the pictures)

Friday Teach editing talk explicitly about what it should be.

Session : Date://
 * //Unit: Small Moment Stories/Writing Like Ezra Jack Keats

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