Lesson 2: Authors Craft Day 1 The Amazing Bone Overview Class: There are 23 second-grade students in this classroom.

Two students are on an IEP, though neither student is on an academic IEP. Both students participate fully in all classroom activities. ne of these students has a full time, one-on-one aide. There are also 3 E!! students in the class. Su !e"t: !anguage "rts#$ead "loud Brief Summary: This lesson introduces the concept of author%s craft. The class will use The "ma&ing Bone to loo' at (teig%s use of dialogue, italics, and illustrations. Time: )* minutes #n$erstan$ings (tudents will understand that authors use different craft techni+ues in their te,t to influence their writing. They will specifically -ecome familiar with the use of dialogue, italics, and detailed illustrations. (tudents will recogni&e that these craft techni+ues can help them -etter understand the story as readers. They will also -egin to connect (teig%s history as a cartoonist to his wor' as an illustrator. Stan$ar$s .". /. " Identify dialogue as words spo'en -y characters 0usually enclosed in +uotation mar's1 and e,plain what dialogue adds to a particular story or poem. Reading Standards for Literature Grade 2: ). 2escri-e how words and phrases 0e.g. regular -eats, alliteration, rhymes, repeated lines1 supply rhythm and meaning in a story, poem, or song. O !e"tives (3B"T4 Identify (teig%s use of dialogue, illustrations, and italics in his writing. E,plain orally how these craft techni+ues influence their reading of the te,t in response to specific +uestions. %aterials nee$e$ The "ma&ing Bone -y 3illiam (teig Pre-made voca-ulary chart for The "ma&ing Bone E!. pro5ector "uthor%s 6raft "nchor 6hart Premade 2ialogue, Italics, and Pictures Tell a (tory "nchor chart elements Tape &nstru"tional A''roa"h Introduction4 a. Yesterday we began our author study of William Steig by reading his book The Amazing one. Like all good author!s Steig makes s"e#ifi# #hoi#es in

his writing that hel" the reader better understand his writing$ Anything that an author does on "ur"ose to make their writing look or sound a #ertain way is #alled author!s #raft$ -. !in' to "rt class 0which they had earlier that day1. 7as anyone ever done "rts and 6rafts8 2o you thin' a-out what you%re going to ma'e -efore you ma'e it8 9ou do things on purpose to ma'e your wor' loo' at certain way. That%s what authors do with their writing. Author!s %raft is the art of writing$ c. Introduce anchor chart with definition and headings already filled in. 2. 2ialogue4 a. What is dialogue& 'ow does ha(ing dialogue make our writing stronger& 6lass -rainstorm answers to these +uestions. :uic' turn and tal' to initiate conversation for second +uestion. -. !oo' at some dialogue in the te,t. 7ow does this dialogue help us as readers8 c. "dd ;2ialogue< elements to the anchor chart as they are discussed. 3. Italics a. What does it mean for a word to be in itali#s& When we #ome a#ross a word that is itali#ize )in itali#s* as a reader what do we do& 6lass -rainstorm. -. !oo' at e,amples in te,t. 7ow does this help us 'now how to read the sentence8 .odel reading if there was not italics and with the italics. !et =2 volunteers try as well. c. "dd ;Italics< elements to the anchor chart as they are discussed. ). Pictures tell a (tory a. We know William Steig was a #artoonist for a long time before he began writing and illustrating "i#ture books$ What about his "i#tures hel"s add to the story& Why does his story e(en ha(e "i#tures& +o they add to the story& 3hole class -rainstorm. -. !oo' at pictures in te,t. 7ow are the pictures important to us as readers8 2o this pictures give us information that is not stated in the te,t8 c. "dd ;Picture Tells a (tory< elements to the anchor chart as they are discussed. >. 6onclusion4 a. 7ave students summari&e what we learned today. Prompt with +uestions such as4 3hat is author%s craft8 3hat are some e,amples of craft techni+ues8 3hat do these techni+ues show us as readers8 7ow could they help us as writers8 -. $emind the students we will -e adding to this chart ne,t wee' when we loo' at other -oo's -y 3illiam (teig. S'onge Introduce the -oo' %+ , -y 3illiam (teig. This was the first -oo' he ever wrote, and was written using only single letters 06 2 B ? see the -ee1. Boo' can -e used to emphasi&e the importance of pictures in (teig%s writing 0it%s much more difficult to figure out what the letters stand for without the picture1. Assessment

(tudents will -e informal assessed using whole class discussion +uestions during the lesson.