Unit 4: ,riting )iction: -ig &reams, .

all /mbitions

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session 1: Imagining Stories From Ordinary Moments

Mini-Lesson (10 min) Connection:

.ell a true story about ho', during the preceding days, you1ve savored the children1s published 'or( and decided that they1re ready for fiction2 .eaching !oint: ,riters get their ideas for fiction by paying attention to our lives2

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

,ith an anecdote, tell children that you1ve come to reali3e fiction 'riters get their ideas from real life2 o 4,hen 5 'as a little girl 5 though fiction 'riters loo(ed up into the clouds and imagined ma(e$ believe stories about castles and puppy dogs2 6o' 5 (no' ho' they really get their ideas2 &id you (no' that +2 -2 ,hite got the idea for Charlotte1s ,eb by lying on a bale of hay in his bar, 'atching a spider spin her 'eb7 /ll the barn animals 'ere around and he probably 'rote about that moment in his 'riter1s noteboo(2 0ater he probably reread it and reali3ed 85 could 'rite a story about that91: o ,hen he 'rote the story, though, he didn1t "ust 'rite it exactly ho' it happened (;e didn1t really see her spell out 4Some !ig: in her 'eb)2 Suggest that the imagination that matters is one that allo's a 'riter to see story ideas in the grit of everyday life2 4So as 'e reread our old entries, remember that that time you sa' the spider$ or 'hatever$ could be crafted into a fictional story 'ith some t'ea(ing9 .ell children 'hat to 'atch for as you demonstrate rereading your noteboo( for bits that could be seeds for a story2 (Read slo', giving each entry a little gro'ing space$to see if it gro's into an idea) o .ry to come up 'ith a story that sho's the character struggling and changing Set children up to practice mining entries for story ideas2 Recruit children to help you find more story ideas in your o'n entries2 451ve put some of my entries on chart paper2 Can you help me find story ideas7: Remember$ read slo', give time to gro', use your imagination$try to find possibilities in 'hat at first might loo( pretty ordinary2:

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$$$Share one child1s idea9 (pic( one that1s realistic, (ids same age)

Repeat the teaching point2 45ts easy to "ust flic( a'ay the idea of a story about a spider thin(ing 8.hat1s not important21 &on1t do that9 ;ave your imagination say 8,ait, there might be a story here21: <ar( old entries that you could 'rite a ne' story about 'ith a stic(y2 <a(e sure they are only including # main scenes and # main characters2 !lan !ossible Stories: ,hen you mar( one 'ith a stic(y, go to a blan( page a plan your story idea2 &o not 'rite out the 'hole story from start to finish yet='e are only thin(ing about it no'2 Sho' example of one of your plan pages >sho'ing its "ust ?uic( ideas, ?uestions, thoughts, possibilities of 'hat could happen2 .his is the tas( for today$ could get at least % different story ideas do'n2 Share some examples of the (inds of stories children are finding in their noteboo( entries2 !artners share: +ncourage children to listen to each other1s stories 'ith excitement and appreciation2 5mmersing @urselves in the Sort of .ext ,e ;ope to ,rite: Read, mar( sections, "ot observations

Writing and Conferring (40+ min)

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

May take 2 days (day 2-mid workshop & share) + it gives extra time for entries

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session %: Imagining Stories We Wish &'isted in the Wor(d

Mini-Lesson (10 min) Connection:

.ell a story about a child 'ho grasped that 'riters often find story ideas in the details of our lives2 .eaching !oint: ,riters also get ideas for fiction by thin(ing of boo(s 'e 'ished existed in the 'orld

.eaching:

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

!oint out that 'e each hope to find ourselves in the pages of boo(s (hope to find a (id li(e me 'ho is afraid of the dar( or al'ays pic(ed last for sports, etc)2 5f you have trouble finding boo(s that seem to tell the story you 'ant to tell$you might decide to do it yourself9 &emonstrate 'ith a personal example by creating a story idea out of your longing to see boo(s 'ith people li(e you2 &ebrief2 !oint out that you also invented a character 'ho has desires and difficulties2 Set children up to try turning a 'ish for a certain (ind of boo( into a story idea: (ids 'ho aren1t good at sports2 &on1t "ust leave it at that 45 could 'rite about a (id 'ho isn1t good at sports2: .o ma(e it into a story idea you need to invent some details2 Aou can do so by as(ing ?uestions of your story idea2 ,hy isn1t he good at sports7 ,hich sports7 ,hat happened lately that is ma(ing him struggle 'ith this7 /s( children to turn and tal( about the character traits and the struggles the character in the exemplar$story might encounter2 Share one story you hear2 Send 'riters off after reminding them of their gro'ing repertoire of strategies for finding fiction ideas2 Reveal ;o' to )ind 5deas for )iction chart (belo') 6o' go invent your o'n stories characters2
o o

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5nsist that they postpone closure$Remind them they shouldn1t be pic(ing a story

@bserve the 'orld or reread entries2 <in your noteboo( for story ideas2 /s(, 4,hat boo(s do 5 'ish existed in the 'orld7: 0et this ?uestion lead you to invent a character 'ith traits, struggles, actions2

'riting it out yet2

Writing and Conferring (40+ min)

&on1t let them 'rite out stories$ 'e 'ant to have time to teach them more before they begin drafting2 Carry an example story idea 'ith your2 Bst version li(e 4Cirl is afraid of the dar(: and #nd that tells a little more about that idea2 <a(e sure ideas contain a desire and struggle and &on1t let them 'rite about a #D year old$ they need to 'rite about something they (no' from the inside (o'n age) Sharing Struggles 'ith Characters: Share a story of a student 'ho 'as struggling 'ith fitting in, and so he 'rote a story about a character 'ith a similar story$ (see extras) /dd to 4)ind 5deas: chart2 Clory in children1s stories and suggest they deserve to hear each other1s stories2 &emonstrate storytelling by retelling a familiar tale, extrapolating pointers2 o Share storytelling tips: loo( at your listener in a 'ay that lets them (no' you have a story to tell and they need to listen up, start it in a 'ay that ma(es it sound li(e a famous boo(*fairy tale (@nce, long ago= @R one day, a little girl=), picture it in your mind as you tell$ choosing 'ords that help your listener see the picture too2 o &emonstrate, have partners try 'ith same familiar text, then their o'n2

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"ome#or$: Collect more idea$ 'e1ll choose one tomorro'2

Unit 4: ,riting )iction: -ig &reams, .all /mbitions

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session ): *e+e(o,ing -e(ie+a.(e Chara/ters

Mini-Lesson (10 min) Connection:

Chronicle the learning "ourney the class has been on in this unit to date2 +mphasi3e that children have learned the ingredients of a good story2 40oo(ing over your noteboo(s, 5 could tell that 'hen 'e started this unit you thought a good story idea might be 8/ girl climbs a hill all by herself and feels proud21 6o' 5 see that you reali3e a story idea needs to include some more specifics about the character and the story2 ,ell done9: ,riters, today you 'ill select a story idea2 .eaching !oint: ,riters don1t "ust go from choosing an idea to 'riting a draft2 .hey live 'ith that idea for a 'hile and rehearse it2 Aou 'ill see that today 'e need to focus less on planning 'hat 'ill happen in the story and more on bringing to life our characters9

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

Set the children up for your teaching by ?uic(ly summari3ing your process of selecting a story idea2 &emonstrate that you develop your story idea by listing external and internal features of your main character(set up t$chart &eveloping <y Characters 'ith one side outside*external, one inside*internal )
o &o you see that 5 don1t "ust come up 'ith any old random characteristics for my character7 5 try to put together a person in such a 'ay that the parts of 'ho she is fit together, they cohere, into a person 'ho begins to come to life2: 6eeds to be believable too9 5 'ant this character to be li(e me=so 'hat should 5 add7

.hin( aloud to highlight that the external internal traits you are choosing need to cohere$chec( self &ebrief2 ;ighlight that you first decide on the main goals for your character and let these guide 'hat the character develops into2 (,hat do already (no' you 'ant for this character7 Start there2) Sho' children a chart of advice for developing character and model using it 'ith your shared idea2 (C&)
o <a(e sure to model the 4too good to be true: dilemma$ even nice ;arry !otter doesn1t thin( all nice thoughts9

/ctive +ngagement:

Set children up to "oin you in creating the main character in your story2 4,ould you and your partner try to ad some things to the other side of the chart$the external side7 (5 al'ays try to start 'ith the internal and let that guide me to an external that reflect 'ho the person really is)2 <a(e it fit9: 4!lease pause to read the chart of /dvice for &eveloping a Character and then use that advice to revise 'hat you are saying about EEEE1s external features2 +licit suggestions for character development from a fe' partnerships, and add these to the character chart2 451m beginning to thin( that EEE needs to become shared property that 'e should co$'rite this story all together9: Rally members of the class to choose their story idea and begin charting external and internal characteristics of a character2 (if you1ve chosen$get started, if not, 'or( on ideas, choose B by the end)

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Writing and Conferring (40+ min) Small groups for those 'ho need more specifics in their characters <id$,or(shop .eaching !oint:

-uilding the Character1s Self$Fie'$ ,hat do they thin( of themselves7 ,hat do others thin( of them7 Spotlight one student 'ho decided his character 'as one sided (too good to be true)G ma(e complex2 &idn1t start listing lots of bads to ma(e up for it$ pic(ed one positive trait and thin( of the flip side, ho' it could hurt them too

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

"ome#or$: )leshing out Secondary Characters too$ do the same for secondary characters ("ust B or #)

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session 4: 0i+ing Chara/ters Str1gg(es and Moti+ations

Mini-Lesson (10 min) Connection:

Celebrate the character development 'or( children have already done in a 'ay that honors it2 45 feel li(e a 'hole cro'd of people came in 'ith you this morning (tal( about some of their characters): 451ve "otted do'n some of the details you1ve been inventing for your characters$ ta(e a loo( at 'hat you1ve done9: Sho' ,e Can &evelop Characters by .hin(ing /bout .heir: chart2 .eaching !oint: /lthough there are oodles of things 'e can thin( about as 'e develop our characters, there are "ust one or t'o things that 'e must thin( about: 'hat the character 'ants and the struggles that get in the 'ay2 (,e don1t "ust come out and say it, 'e have to sho' it by putting them into scenes) Sho' students an example of a published text in 'hich the character 'ants something and encounters difficulties2 Sho' that author conveys this through a dramatic scene2 (ex2 <y 6ame is <aria 5sabel) &ebrief2 <ention that 'riters create little scenes and then piece them together li(e bric(s2 !oint out that the scenes sho' characters in action in 'ays that reveal their desires and struggles2 Rename the longings and difficulties experienced by the character in the class1 story, and then have children tal( 'ith their partners to bring these motivations and struggles to life in a scene2 Convene the class and as( a child or t'o to share a suggestion2 ;elp the child to turn an explanation into a scene2 ,rite it do'n, adding a bit2 &ebrief to point out the process needed to ma(e scenes2 !ut today1s teaching point into context by reminding 'riters of all they no' (no' ho' to do2 Stress that deciding 'hat their character 'ants in not an option but is essential, and add this to the /dvice for &eveloping Characters chart2 So you 'ill 'ant to do the same 'or( today$ many times2 ,rite lots of scenes2 .he scenes you 'rite today may not end up in your stories, but it 'ill help you get to (no' your character2 .hese scenes 'ith the t'o$column chart from yesterday 'ill really bring your character to life$ greatest "ob right no'9 -efore letting them move on to 'or( on secondary character development$ have the focus on the center of the story$ 'hat is it really about7 ,hat do 'e 'ant the main character doing7 ,ho 'ould be the best choice for a secondary character7 Heep 'or(ing on main character for a 'hile999 Sharing a Student1s Scene .hat Sho's their Character1s .raits Share the 'or( of one 'riter 'ho used 'hat he learned about 'riting in previous units2 +xplain that all 'riters can do li(e'ise and invite them to begin2 -ring out Iualities chart from !ersonal 6arratives Unit$$$sho' that the scenes they are trying to 'rite are very much li(e 4small moments2: ,riting an @rdinary Scene Revealing Character: !lace your character in an ordinary everyday scene to see ho' 'ell you (no' them externally and internally2

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

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Writing and Conferring (40+ min)

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

<ay 'ant to postpone JD to give more time to character*scene development

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session !: 2(otting With a Story Mo1ntain

Mini-Lesson (10 min) Connection:

Remind children that once fiction 'riters have brought their characters to life, 'e use a (no'ledge of the characters1 'ants and struggles to develop a possible plotline2 ('e don1t preplan the 'hole se?uence of events right out$ 'e start 'ith the 'ants and let the struggles build and see 'here the story ta(es us999) .eaching !oint: )iction 'riters plan by plotting a story mountain$ and by ma(ing sure the struggle*problem intensifies along the 'ay2 &escribe story mountains, they1ll probably ma(e multiple possible mountains 'hile planning$not one9

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

+xplain 'hy a 'riter 'ould use a story mountain to help plan a plot2 .each children 'riters are not al'ays sure of 'hat might happen in their story 'hen they first set out to draft a plan2 4Remember bac( to !eter1s Chair (bring story mtn2 bac( out)2 ;e probably (ne' he1d start 'ith !eter1s bloc( to'er crashing do'n, and he (ne' trouble 'ould escalate, but he probably didn1t (no' everything that 'ould happen right from the start9 ;e probably imagined ho' the story 'ould go lots of different 'ays2: Relate it to the class1 story and ho' you (no' 'hat she 'ants=but you don1t (no' all that 'ill happen &emonstrate planning a possible plotline based on the story idea the class has been follo'ing2 o &o 'e 'ant to (eep the beginning or ma(e it more dramatic to sho' 'hat she 'ants7 o !artner .al(: thin( 'hat the first fe' dots on the story mountain 'ould be2 .hin( about ho' the problem 'ill start getting 'orse and 'orse and 'orse2 Convene the class2 Report on overheard ideas for ho' the story could begin2 Choose one and start a story mountain2 Set children up to imaging 'hat might come next, then convent and add their ideas to the mountain2 Remind 'riters that 'hen fiction 'riters plot story mountains, 'e do so (no'ing the problems 'ill get 'orse and 'orse2 Send them off to draft their o'n story mountains$being sure to ma(e the 'ant (no'n and struggle intensify2 ;elp (ids sho' not tell2 /lso ma(e sure their story mountains reflect short stories not novels2 6otice if anyone is struggling 'ith choosing a conflict (p2KL list of conflicts) )inding Story <ountains in !ublished Stories: ;ave realistic fiction mentor texts out in a special spot2 Share the fact that children already have strategies and tools for revision2 4Remember bac( 'hen 'e did timelines 'ith our personal narratives2 ,e crossed out dots that 'eren1t crucial2 ,e also found "ust that one dot that 'as most crucial and made a 'hole timeline "ust for that one dot2 .hin( about your story mountain the same 'ay2 &oes the beginning really relate to the meaning of my story7 5f you decide your story isn1t "ust about going to Chuc(+Cheese, but meeting your best friend, you probably need to re'rite your lead and redo your story mountain9: Set partners up to share and assess story mountains 'ith each other$ and then to revise them2 Setting Aourself Up to ,rite ,ell: storytell, mentor texts, 'rite leads, etc2

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

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Session 3: Sho# *on4t

S/enes

e((:

2(anning and Writing

Mini-Lesson (10 min) Connection:

Use an overheard comment about 'riting to illustrate that there comes a time 'hen 'riters need to move from planning to drafting2 Remind children that 'hen the times comes to 'rite, 'riters can use paper in a 'ay that flo's from the organi3ation they1ve set out2 So 'e should use boo(lets$using a separate page for each point on their story mountain2 (&emonstrate transferring the class story mountain onto a boo(let) /fter you do this, you1ll 'or( on leads2 .eaching !oint: )iction is composed of scenes, or drama, and sometimes a line of dialogue or a small action ignites a dramatic scene2

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

5llustrate the difference bet'een summary and scene by telling a familiar tale in t'o contrasting 'ays2 o .he .hree -illy Coats Cruff7 o )irst time summari3e and 3oom through in a monotone 'ay2 Second time use voices, slo' do'n, sound effects, suspense2 Set children up to storytell a moment from their stories to each other2 .hen share one child1s summary inviting the class to reimagine it as a story2 Remind children that 'hen you turned the summari3ed fairy tale into a real story, you started it 'ith dialogue (could have used action too)2 /s( each child to try telling the story idea as a story, not a summary2 &ebrief by reminding 'riter to sho' their characters by putting them into action2 Send children off to 'or(, reminding them of the many points you1ve made today2 /nd tuc( in a reminder to carry these lessons 'ith them al'ays2 (transfer story mountain into boo(let, then storytell, then 'or( on leads, create a (ind of 4'ord$movie: 'ith dialogue and action) ;elp students move from summaries to stories 5f creating scenes is difficult for many (ids$ post a chart: .hings ,riters 5nclude in Scenes $pM% Revise, Revise, Revise: /fter page one, you could "ust move on =but (no' that beginnings matter2 Reread the page one more time2 Revise as you go$ don1t 'ait til the end2 ;o' can you ma(e your characters 'ants and struggles more clear7 /s( several students to direct fello' classmates in the scenes they1ve 'ritten to see 'hat revisions, if any, are needed to ma(e them 4camera ready2: Reconvene the class2 .ell a story about children resolving to do superbly 'ell, even 'hile (no'ing today1s best draft 'ill be revised even more2 (% (ids 'or(ing on a dance for the talent sho' next )ridayN they don1t "ust grab any old cd and mess around saying 4,e don1t need to ma(e it good til )ri2: 0iving in a Character1s Shoes: /s you have supper$ thin( ho' your character 'ould act in that situation2

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Writing and Conferring (40+ min)

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

/ssessment:

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5ea((y need to (oo$ at their #or$ after this (esson-.y .(essing the /hi(d4s (ead yo1 are

,1tting yo1r sea( of a,,ro+a( on #hat they are doing6 *on4t #ant them to mo+e on #itho1t a good start6 a($ #ith them too tom6

Unit 4: ,riting )iction: -ig &reams, .all /mbitions

!robably 'ant to devote a 'hole second day to "ust the share section2

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session 7: Fee(ing and *rafting the "eart of 8o1r Story

Mini-Lesson (10 min) Connection:

Celebrate that your children have created story mountains and characters and, best yet, they1ve begun bringing these to life on the page2 .eaching !oint: @nce 'riters are actually drafting, they 'orry less about the 'riting and focus instead on reliving the drama$ lose ourselves in the story9

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

/ctive +ngagement:

Remind children that 'hen reading, 'e lose ourselves in a story, becoming the character2 +xplain ho' this is true for 'riting as 'ell2 Cive an example2 (ex2 )ireflies) .ell children that readers can more easily 'al( in the shoes of a character if the 'riter1s done this Bst2 &emonstrate to sho' ho' you go from envisioning to enacting and drafting2 (use class story) o 4<ostly 51m going to try to -+ EEEEEE: Recap specific tips you hope children gleaned from the demonstration2 4,e (eep in mind the big plan for ho' our story 'ill probably go, but 'e let the details emerge from the specific, exact actions 'e ta(e2: Set children up to extend the class story by putting themselves into the unfolding scene2 .hen call on one set of partners and add their 'or( to the class story2 Remind children that drafting is a form of acting on the page, and send them off2 4Aou1ll probably do as 5 did today, and reread your lead, then turn to page# of your story boo(let and to the second dot on your story mountain, and act out$'rite out$the story2:
;elp children create scenes not summaries Set successful children up to lead little seminars +diting .ip: Chec( to be sure you are 'riting 'ith strong precise nouns and verbs, not relying on ad"ective and adverbs to prop them up$ the young dog is a puppy, and if the man 'al(ed ?uietly$ he tiptoed

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Writing and Conferring (40+ min) .oday 'ith B (id: read mentor leads and apply to their story$ for tom2

<id$,or(shop .eaching !oint:

<atching ,riting 'ith Story <ountains$ (eep your mountain beside you as you 'rite, remember the troubles should escalate2 Share one student1s example of a first scene that sets up the problem and then their second scene to sho' ho' it escalates2 .ell children that you can1t move fast enough to help each 'riter, so you1ll teach them ho' to be 'riting teachers for each other2 Aou can help each other revise as you go2 +xplain that it is more efficient to revise earlier than 'aiting to revise the 'hole story at the end2 (anecdotal story: painted 'hole house and reali3ed 5 didn1t li(e the color$ should1ve fixed it at the beginning) .ell children that they need to help each other loo( at leads, as(ing, 4,hat story does this set up7: or 4,hat might this loo( li(e 'hen it1s the 'hole story7: Remind children of the common problems they1re apt to see 'hen they loo( at eachother1s and their o'n leads2 &oes it start too far from the turning point7 &id you tell the 'hole story "ust on the first t'o pages7$ bac( up and redo the story mountain9 -efore launching partnership 'or(, practice conferring by as(ing them to consider ho' they1d respond to a child you describe 'ho1s 'riter "ust the lead of a story2 (student sample on cd about invitations)

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

"ome#or$: Revise Story <ountains

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

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Session 9: St1dying 21.(ished Write Leads

Mini-Lesson (10 min) Connection:

e'ts to

Celebrate that your children have begun their stories, and do so by conveying the essence of a couple of stories to the class2 40ater today 5 'ill not be doing my read$aloud from our normal chapter boo(, instead, 51ll read some of your leads9: .eaching !oint: -y revising your leads, you revise your entire stories9 Remember 'e can al'ays study published authors for help9

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

.ell children that to 'rite leads that dra' readers into a story, it helps to study the leads published authors have 'ritten2 .ell the class that you and one student studied lead from familiar stories2 Read one aloud, listing 'hat the student noticed about it and then sho'ing the resulting revisions in her o'n lead2 (!eters Chair7) o 6otice dialogue, action, that it starts close to the main event, hints at 'hat 'ill come later Set children up to listen to and then tal( 'ith partners about 'hat the one child did as she revised her lead2 Share a second lead, this time as(ing the class to list to a partner 'hat they notice about it that they could all try2 ()ireflies7)$setting Convene the class to tal( as a group about 'hat they noticed in the lead2 Channel children to use 'hat they noticed authors doing to help that one child revise their lead again2 Restate the options your children have for today, reminding them of the step$by$step process they might ta(e to revise their leads2 (maybe rethin( your story plan, maybe do similar revision as EEE did today, maybe study leads=2remember you are the boss of your o'n story999) Carry a couple of short stories or picture boo(s 'ith you so you can refer to these often as you 'or( 'ith children2

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Using &ialogue &eliberately$ there has to be a reason9 /fter 'e exchanged greetings, 5 said 'hat 5 had been meaning o 4;i,: 5 said2 to tell him for days2 4<i(e,: 5 blurted out2 45 can1t stand the 4;i,: he said2 'ay you pic( on me all the time2: 4;o' are you7: 5 as(ed2 4)ine, ho' are you7: he replied2 45 had no idea,: <i(e said ?uietly2 4,hy did you 'ait so long to tell me7 5 'ould1ve stopped a long time ago2: ime (! min) Remind your children that as they reconsider various leads, they are actually reconsidering various 'ays their entire drafts could go2 /s( them to 'rite in the air the 'ay the next section of their story 'ould go if they selected one lead, and then another lead2 .hen decide 'hich story you 'ant to tell9 Reading the ,or( of @ther /uthors for 5nspiration

"ome#or$:

Unit 4: ,riting )iction: -ig &reams, .all /mbitions

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session :: Orienting 5eaders With Setting

Mini-Lesson (10 min) Connection:

.ell about a time you 'ere a'a(ened in the dar( and felt disoriented2 0i(en this to the disorientation some readers feel 'hen drafts don1t include enough setting2 .eaching !oint: ,riters need to sho' the setting in a story2 > 4turn the lights on: in our stories

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

.ell children that 'hen 'riting scenes it1s easy to rely only on dialogue, resulting in characters 'ho don1t seem to be any'here in particular2 Cive an example of an all$tal( scene in 'hich the characters are no'here, leaving readers struggling to feel oriented2 (see extras) .ell children that the child revised the scene by adding action and setting, then sho' the resulting next draft2 &ebrief, tuc(ing extra tips into your description of 'hat the student did to revise2 !oint out that 'hen trying to supply the setting and actions, the 'riter discovered important ne' things9 (also on extras) /s( children to reread the class story from the chart paper 'hile as(ing, 4,ill this ma(e sense to readers7: ,hen they encounter a passage that might be disorienting, as( them to revise it 'ith their partner, adding setting2 /s( one partnership to share their ne' version, and set up other children to act out the ne' version2 /s( the class to e%nd the scene in a 'ay that is informed by the acting2 &ebrief, highlighting the se?uential steps you hope 'riters use 'ith their o'n texts2 4.his is 'hat 'riters do2 @ur revisions start out as corrections and they end up as creations9: Remind 'riters that today they1ll shift bet'een drafting and revising, and that to revise, they1ll 'ant to reread their drafts 'ith specific lenses2 o <a(e sure your characters feel real, (eep an eye on the deeper meaning, don1t leave your readers in the dar(, let your characters do things that you never expected they1d do2 ;elp (ids add settings that fit 'ith 'hat the character is feeling on the inside2 (sadNrainy, lonely$ empty room, etc) ;elp (ids shift bac( and forth bet'een action and thoughts2 Using <entor .exts in Revision

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Celebrate that children have used today1s teaching point to influence their revisions and drafts2 /s( children to share, and as( listeners to signal 'hen they feel 'ell oriented to 'hat is occurring in the story and 'hen they feel they need more setting2 > get 'ith someone 'ho is not your partner Remind children they can attend to the setting of any 'riter1s story to learn techni?ues for 'riting 'ell about setting2 (Remember <y 6ame is <aria 5sabel7 0isten to this scene=) 6oticing Setting on .elevision

Unit 4: ,riting )iction: -ig &reams, .all /mbitions

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session 10: Writing 2o#erf1( &ndings

Mini-Lesson (10 min) Connection:

/c(no'ledge that some children 'ill soon draft an ending to their stories, and share author ?uotes 'hich spotlight the importance of an effective ending2 (Oane Aolen says 4.he opening line is a promise and the ending is a pay off to that promise2: Ric( &emarinis says 4the ending of a poem is li(e a s(i "ump2 .here1s the long accelerating do'n'ard glide, and then 'hoosh, you are thro'n ballistically into space2 Aou1ve been firmly fixed to earth, and no you1re not2: .each children that 'riters search for endings that tie up loose ends, ans'er ?uestions, and bring the story1s meaning home2 ,riters ta(e time 'ith our endings, 'eighing and considering, drafting and revising until 'e find one that fits2

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

Aou already (no' a lot about ho' good endings go from your personal narratives, but since these stories didn1t really happen$ it1s a little tric(ier$ 'e have to use our imaginations9 Share something you (no' about ho' good endings go2 ( / D year old 'ho1d gro'n tired of her story "ust plopped do'n an ending of 4they lived happily ever after2: /fter explaining 'hy she needed to change the ending of her story, 5 came bac( and sa' that she1d crossed it out and 'as no' creatively decorating giant letters that spelled 4the end: and said, 4See7 5 fixed it up9: $$$,e all laugh, but the truth is many of us aren1t all that different from that D year old2 ,e don1t have a clue on ho' to resolve our stories9) 5 'ant to teach you this: the ending is there all along, in the problem2 .here is never a need to bring another character into the story to magically save the day2 Aour character1s solution should come from them999 (Refer to the ending of )ireflies$ surprised us, but made sense, prob2 tried several endings B st) @ffer an example that illustrates a principle of good endings2 (three girls pic(ing on Hayla by her loc(er=you 'ont "ust have the principal come save the day and ta(e the girls to the office$ figure out a 'ay to have the solution to the problem come from 'ithin the problem9) 5n order to 'rite an ending, it1ll ta(e lots of drafts, of course2 .hese are "ust early ideas, but 5 'anted you to see that the solution is often in the details of the problem2 5ntroduce a chart of a fe' 'ays 'riters ma(e sure endings are of good ?uality 4Hey Iuestions )iction ,riters Consider in Revising +ndings: p2B%P

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/s( students to thin( about the class text: are the story1s purposes fulfilled in the ending7
o

,e need to relate it to the real message of our story2 5t seems to me our ending needs to someho' addressEEEEEE2 !artners tal( about # possible endings2 /s( one to share, approve

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/c(no'ledge that you (no' students 'ill be in different stages of 'riting today, but if they are ready, they can move into revising their endings2 Restate teaching point2

Writing and Conferring (40+ min) ;elp (ids 'ho are choosing a ?uic($fix ending <id$,or(shop .eaching !oint:

!artnering in Revision: ;ave your partner loo( at your ending and your piece as a 'hole Share the story of one child1s 'riting process that led her to 'rite a more po'erful ending2 /s( children to process 'hat they1ve learned from the child1s process and begin considering ho' to improve their o'n endings2 (.ell your partner 'hat EEE did that really 'or(ed2 .hen share your end)
o 4-e prepared to list across your fingers 4 things that EEEE has done that really 'or(9

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"ome#or$: Using <entor .exts to +xplore +ndings

Unit 4: ,riting )iction: -ig &reams, .all /mbitions

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session 11: 5e+ision: 5ereading #ith a Lens

Mini-Lesson (10 min) Connection:

Celebrate that some of your students have finished drafts of their stories, and remind them that reaching the end allo's 'riters to reread and revise 'ith ne' perspectives2 .eaching !oint: ,riters revise2 ,riters reread, deliberately vie'ing their drafts through a chosen lens2 (5t helps to revise 'ith glasses$give to a student for effect2 6o$you don1t really need glasses$"ust different lenses to loo( through2 <aybe loo(ing through a character development lens or a various sentences length lens)

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

+xplain that, especially 'hen 'riting longer texts, many 'riters shift often bet'een 'riting and revising2 .ell children that you 'ill revise #hat yo14+e #ritten so far, and as( them to notice that you start by reading the draft through a lens2 (51d rather re'rite a page than the 'hole boo(9) &emonstrate rereading the draft through a lens2 +xplain 'hat rereading through another lens could loo( li(e2 4,hat is this story really about7 ,hat am 5 trying to sho'7: lens 6o' demonstrate that you can alter the lens 'ith 'hich you reread your draft, thereby seeing ne' aspects of it2 4Cardboard Character /lert: lens$ ma(ing sure our character doesn1t have all good traits$ but some not$so$good traits too2 @ther'ise, they seem fa(e$ they are only as real as cardboard Restate teaching point: So remember during revising$ a 'riter puts on "ust one lens, then another= Set children up to try reading a text (see extras) through the lens of a Cardboard Character /lert2 +ncourage them to imagine revising the draft based on 'hat they notice 'hen they reread it2 &o you have your Cardboard Character /lert glasses on7 ,hat do you see7 Send children off to reread their o'n 'riting through a specially$chosen lens, and remind them to do this throughout their lives2 ,e need to loo( at children1s 'or( through different lenses too )ocus today on the rereading the children do: /s( to listen as they reread Revising the Story1s Sound: 4Sound Chec(: lens /s( children to share the lenses they used to reread and then revise their 'or(2 Sho' a chart for future reference 4,ays to Re$see our Stories:$ p2BDB, .hen have students turn and tal( about other lenses they tried today$and add to chart2 Rereading 'ith a !unctuation 0ens

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hear 'hat they1re thin(ing

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session 1%: Ma$ing a S,a/e for Writing

Mini-Lesson (10 min) Connection:

.ell students that you prepare for a 'riting pro"ect first by cleaning out your office2 +xplain that many 'riters set up 'or(spaces, putting items nearby that remind us of our resolutions2 .ell the story of one 'riter 'ho has set up his or her 'riting space in 'ays that convey messages about 'riting2 4/uthor /nnie &illard turned a tool shed into a study, pushing a long des( against a blan( 'all so she1d have no'here to loo( but the page .eaching !oint: ,riter put items and 'ords into their 'riting spaces that remind us of our 'riting goals and hopes2 (Aou1ll 'ant to dra' on everything you1ve ever learned about ho' to 'rite stories 'ell in order to ma(e your ne' draft as spectacular as it can be) .ell students that you li(e to loo( bac( on ideas learned from previous 'riting, bringing those lessons to bear on current 'riting2 >relate to +leven$ ho' 'hen 'e1re BB 'e are also BL and Q and=Oust li(e the 'riters 'e are today also have all the stuff 'e learned before inside2 Share the dream that each child might have a 'riting shed (li(e /nnie &illard1s) and suggest that instead, all of them can set up their noteboo(s and 'riting spaces to convey messages about 'riting 'ell2 +xplain that before you return to the class story or your o'n 'riting, you1ll first set out items that remind you of advice you 'ant to recall2 Select a ?uote from a boo( or an item from your 'riting life, and share the significance of 'hat you1ve selected2 (+leven, a calendar, etc) ;elp 'riters leaf through and revisit old charts and mentor texts, thin(ing, 4&oes any of this belong in my 'riting space7: /s( children to tal( to a partner about items they might put in their noteboo(s or 'riting spaces that can help them recall previous lessons on good 'riting2 !ut today1s lesson into context by reminding 'riters of the many 'ays they can prepare themselves for 'riting 'ell2 (timelines, boxes and bullets, story mountains, trying out leads=and loo(ing bac( on 'hat 'e1ve already learned (eeping it near us)

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

/ctive +ngagement:

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Writing and Conferring (40+ min) <id$,or(shop .eaching !oint:

Using Con"unctions to Communicate Complexity: study )ireflies for ho' she using mean'hile to sho' t'o things happening at the same time2 .al( about ho' you can also sho' it 'ithout saying 4mean'hile: straight out (4.he screen door banged=:) .al( about 'ords although and therefore2 Share a choice that one student made about ho' to set up her 'riter1s noteboo( in 'ays that support great 'riting2 (+ven our o'n 'riting can remind us ho' to 'rite 'ell) /s( children to set up the same (ind of support in their o'n noteboo(s2 !ass out copies of their old personal narratives$ have them star places 'here they did something 'ell that they 'ant to remember2 Share 'ith partner /s( children to find, note, and share 'ith the partners great parts of the 'riting they1ve done so far in this unit2 > <ar( the part you1re most proud of 'ith a smiley face2 !artner$compliment, small suggestion

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"ome#or$: Creating a ,riting Space at ;ome

Unit 4: ,riting )iction: -ig &reams, .all /mbitions

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session 1): ;sing Mentor O1t Chara/ters

Mini-Lesson (10 min) Connection:

e'ts to F(esh

Remind children of the lessons from the previous session and connect them to today1s 'or($remind them that revision starts 'ith rereading2 Remind students that they can go to texts they love to figure out 'hat they authors have done and then apply that to their o'n 'riting2

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

+xplain that all 'riters read, first to be open to the po'er of the story, and later to learn ho' 'riting is made2 &emonstrate this 'ith a text that is important to you2 (51ve been rereading !ippi Coes on -oard$one of my favorites as a child2 !ippi 'as a hero to me$she had such bravado, such strength2 0ast night 5 read about ho' !ippi 'al(ed to to'n2 .hat 'as it2 6othing great happened in the story, but for some reason this section of the story really go to me2 0isten and try to thin( about 'hat 5 noticed /strid 0indgren doing: (See extras)2 5 reali3ed that /strid 0indgren didn1t "ust say 'hat !ippi did$ that she 'al(ed do'n the street2 She sho'ed !ippi doing this, and did so in a 'ay that put a !ippi$li(e imprint on the experience2 !ippi didn1t 'al( to to'n in the same 'ay that you and 5 might2 She 'al(ed in her o'n uni?uely adventurous 'ay2 5t helps us get a better idea of 'hat (ind of (id !ippi is9 &emonstrate applying the techni?ue you1ve noted from the mentor text to your o'n 'riting2 &ebrief2 /s( children to use the text you offer as a mentor text, studying an excerpt for 'hat they might try2 /s( them to discuss 'ith their partner 'ays to apply 'hat they discover to the class story2 ()ireflies$ part 'here he goes off to bed 'ith fireflies in hand2)Nuses real 'ords Remind the children of all their options for revision today and any time they revise2 Remind them they can al'ays turn to mentor texts to discover 'ays to revise2 4)or the next fe' days you1ll be shifting bac( and forth bet'een 'riting and revising scenes2 <a(e sure you detail 'ho is tal(ing, 'here the person is, and 'hat the person does (dialogue, setting, action)2 Study mentor texts if you need to9 <a(e sure you have mentor texts on lo'er levels for students 'ho are struggling readers2 6aming and /uthor1s .echni?ues: )ireflies (4/nd the light gre' dimmer, green, li(e the moonli(e under'ater:)$ don1t "ust say ho' it 'or(ed 45t made me see a picture2: Say 'hat exactly she1s done 4She 'rote one sentence 'ith % parts2 Bst tells 'hat the light did2 #nd describes it2 %rd compares it to something else2 6o' 5 can try that in my draft9 &o you 'ant to try it7 Share examples of actions revealing emotions2 Remind 'riters they can do this in their o'n 'riting2 o 5 'as 'atching the Hindergarteners line up the other day2 @ne little girl fell to the ground rubbing her (nee$ lip started to tremble and a big tear ran do'n her face2 / little boy clutched his teddy bear to his chest2 ;e couldn1t stand still2 ;e (ept smiling and hopping up and do'n2 5 could tell he 'as really excited2 5 didn1t need to hear their 'ords to tell their feelings2 51m telling you this because it1s really important: use actions to sho' your character1s feelings2 o Share someone 'ho1s done this2 6aming @ur Stories: list BL titles, considering the significance in each

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Writing and Conferring (40+ min) ;elp one child start editing$for tomorro'1s lesson

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

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Session 14: &diting #ith <ario1s Lenses

Mini-Lesson (10 min) Connection:

Remind children that editing involves bringing all that the 'riter (no's and is able to do to the draft2 .ell students they 'ill be rereading carefully, and relying on class editing lists, on resources such as dictionaries, and on each other as they see( to correct and clean up their drafts2 o ,e need to edit these stories so that not only the ideas and craft of your stories reflect the best you can do, but also spelling, grammar o 5 (no' that you1ve been pushing yourselves to use more difficult, sophisticated 'ords, so you 'ill need to focus on spelling especially2 .eaching !oint: ,hen rereading your drafts, if you find misspelled 'ords you should circle them and try them again2 /s(, 4&oes this loo( right7: &ra' 'hat you already (no' about spelling to fix it2

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

.eaching:

Referring to the good 'or( one child has "ust done, emphasi3e that 'riters reread a draft many times, chec(ing for one sort of editing concern, then another2 <ention chec(ing for punctuation, tense, and consistency2 ( EEEE has already started editing2 She read through it once loo(ing for one thing, then again loo(ing for another= first loo(ed for a variety of punctuation, then made sure she 'as in past tense the 'hole time, etc2) &escribe and then demonstrate ho' the child reread, chec(ed spellings2 ;ighlight the fact that the 'riter tried the 'ord in ?uestion several times, see(ing outside resources only after she1d dra'n on her o'n resources2 (5s part of the 'ord right7 &oes this loo( right7) &ebrief, highlighting the replicable process one child demonstrated that you hope others follo'2 >4.his is the sort of 'or( each of you 'ill 'ant to do today and 'henever you edit your 'riting2: Set students up to follo' the model you have given them, editing the next paragraph of the child1s story2 (!ass out copies) 46o' you1re going to assume the role of editor2 ,ith your partner read it once for punctuation, once for fixing tense, once for spelling2: Recall 'hat you have taught and send children off to edit their o'n 'or(2 4Aou are in charge of your 'riting$ go ma(e it the best it can be9: Small group for punctuation variety2 4@ne or t'o (inds of punctuation is li(e only using half the alphabet9: .al( about longer, piled$up sentences and short, blunt ones2 !ractice 'ith the idea of running through the school2 !artner B comes up 'ith a long sentence, partner # a short one2 .al( about the (inds of punctuation that happen fre?uently in these types of sentences2 !ass out copies of mentor text (student sample on C&$ 4.he next day 5 'as ready=:) +diting 'ith /ttentiveness: &on1t let anything go unchec(ed$this is serious business2 /s( children to share their 'or( 'ith a partner, as(ing for particular editing feedbac(, as 'riters do2 o Remember the 'riter is the ultimate decision ma(er$be respectful 'hen peer$editing Creating and 4/bout the /uthor: paragraph '* picture$ study mentor texts9

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Writing and Conferring (40+ min)

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Unit 4: ,riting )iction: -ig &reams, .all /mbitions

0ucy Cal(ins1 ,riting ,or(shop Unit 4 Roadmap:

Session 1!: 21.(ishing =ntho(ogies: = Ce(e.ration

.he guests for this publishing party 'ill be other children2 .his celebration 'ill run li(e the first celebration 'ith small circles of reading2 Aou may 'ant to have more circles 'ith fe'er readers in each because the stories for this unit 'ill be much longer2 <a(e sure you have a 4Critics /gree22: page for each student2 0isteners 'ill 'rite compliments about the 'riting on these "ust li(e you see on advertisements2 Cive a gift to each student (a boo( or poem) that you thin( matches that student as a 'riter$ inscribe a message2

Collect story ideas from everyday moments in their lives that could be fleshed out Select a story idea (realistic fiction) Rehearse story, develop protagonist (ex internal) !lot story on story mountain focusing on "ust #$% scenes (short story not a novel) revise plans &raft and revise beginnings then 'rite drafts in story$boo(lets (one dot of mountain on each page) )ocus on creating rising action*problems Revise through various lenses, reconsider resolution +dit and publish

Create a drum roll leading to the event by recruiting the class to help ma(e class anthologies of short stories, and by inviting children to help ready the classroom for a boo( party2 -utcher paper over tables > decorate it to become a festive tablecloth Carnations in paper cups Crepe paper /ssign children roles (# greeters, B escort for every group, rest 'elcome visitors to their group ,elcome guests2 <ar( the occasion, and unveil the anthologies2 )our students mar( the occasion 'ith the choral reading of a poem -ring out large box, peer in gingerly, 4,o' you 'ont believe it,: pull out anthologies$ one for each 'riter and each visitor2 &eliver boo(s to each small circle and start the readings /fter the readings are complete, celebrate9 &uring this time, children 'rite responses on critics agree sheets2