Goals/Objectives: SWBAT share a story they have made based on an anchor text

and their knowledge of sequencing

Standards:
1.1.1.B Demonstrates understanding of the organization and basic features of print
1.4.1.P: Recount two or more appropriately sequenced events
1.4.1.M: Write narratives to develop real or imagined experiences or events
Materials and Preparation:
Small, 4 page blank books, hard surface for writing, box, anchor text, markers,
crayons, pencils, other picture books for reference
Classroom Arrangement and Management Issues:
1. During independent reading time, a small group of students will gather in a
circle on the carpet.
2. Teacher will have materials behind her on the carpet. Materials for book
making will be put in the middle of the circle for shared use after instructions
are given.
3. Some students may get distracted, stumped about what to write, or feel the
need to move around. Distracted students can be calmly redirected, a
brainstorming session and anchor text will help students develop ideas.
Movement on the carpet will be permitted within reason.
Plan: (35-45 minutes)
The hook: (7-10 min.) Rereading and retelling of anchor text. Ask students what
they remember about sequencing. Teacher will also ask the students what the name
of the person who writes the book is called as well as the questions, who can be an
author? and why do authors write? Teacher will ask students who else in the room
is an author. Since students will be sitting in a circle, each student will have a chance
to share a story they would like to tell. Students will be encouraged to share the
beginning, middle and end of their proposed story.
T: You sound like you are ready to tell your stories. Ive brought in blank books with
4 pages for you to add to our library. There are a few ways you can work as an
author. You can tell your stories with pictures, words or both. I will put some of these
blank books out on the carpet. If you have more than one story to tell you may use
more than one book. Who can tell ways that you can tell your story?
S: pictures, words or both (Teacher will record on chart paper or whiteboard for
reference)
T: What parts need to be in your story?
S: Beginning, Middle and End (Teacher will record on chart paper or whiteboard for
reference)
T: When you are ready you may take a blank book. Remember it is your choice how
you tell your story. After you have finished you can share your story with your
classmates.
The body: (15-20 min)
Students will work on illustrating the stories they have shared aloud (or work on
illustrating stories they are able to write independently depending on their current
literacy level). Focus will be on encouraging writing fluency and giving students a

voice rather than a specific product. Teacher will circulate and conference with
students as they are writing. Teacher will construct a story along with students if
needed. Teacher supports students in their progression of the first, middle and last
parts of story so students stay on task. If a student finishes early, teacher will
encourage student to add more illustrative or literary details to story.
Closure: (7-10 min.) After a 1 minute warning, students will return to sitting in a circle
on the carpet. Students who wish may read their story aloud to the rest of the group.
Students books will be added to a box in the classroom library that they can read or
add to during their literacy center time.
Assessment of the Goals/Objectives: Students will be formatively assessed based
on the books they create, their retelling/ read aloud of the story they wrote, and their
answers to questions posed by the teacher and other students throughout the
lesson.
Anticipating Students Responses and Teachers Possible Responses:
a.
Some students may be upset that there is a time limit on sharing or writing
their stories. Assure them that authors often dont feel like theyre finished, but
sometimes we need a deadline to help us. Assure them that having a beginning,
middle, and end and strong illustrations make their writing a valuable addition to the
library. Tell them that they can take what they learned to make an even more
complete story the next time they write one.
b.
Students may be sensitive to what they view as criticism. Teacher will use
non-evaluative statements to react to student writing (e.g., Id love to hear more
about what youre thinking rather than I dont understand what youre saying).
Accomodations:
Teacher may decide to scaffold the writing process by providing first, next, and last
writing prompts to help the student remember to write a beginning, middle or end to
their story.

What?
This is an approximately 35 to 45 minute stand-alone lesson on authorship that can
be specifically tailored to students from a kindergarten through second grade reading
and writing level. An initial read aloud of an anchor text will help students understand
that each of them can also be an author, followed by a mini-lesson that stresses the
importance of sequencing in authorship (7-10 minutes). Students will spend the next
15-20 minutes working on their own personal narratives--including writing and
illustrations--as the teacher moves from student to student providing appropriate
assistance and scaffolding. The last 7-10 minutes of the lesson are spent on group
sharing. Students who wish to share their stories may do so, and time permitting,
other students may be able to ask them 1-2 questions about their story. To signify
students transformation into authors, students will then place their newly-completed
books into a box that will be added to the classroom library.
The lesson is intended to assess students understanding of basic features of print,
ability to recount two or more sequenced events, and ability to develop a narrative
based on personal experience. Students will also be informally assessed on their
reading comprehension abilities in connecting the anchor text to their own writing,
and on their ability to share stories with classmates and become invested in their
stories as well.
We have chosen personal narrative for students books because writing means the
most when it is personal (Calkins, 1994) and we felt personal narrative would
provide the most effective canvas for exploring the ideas of authorship and
sequencing: Students realize that their own experiences have a beginning, middle,
and end. While students have been broadly introduced to the idea of nonfiction and
fiction texts, we hope to more specifically begin building the idea that authors can to
tell a story through their own experiences, a type of nonfiction to which most
students in our classes have had limited exposure. We hope this telling of their own
stories will be particularly effective in encouraging students to share their stories with
classmates and take ownership in their work as young authors.
How?
This lesson will be taught in a small group of 5-6 students. The students who will be
selected for the group are students who frequently talk in class or show desire to
vocalize or retell stories throughout the day. After rereading an anchor text as a
read-aloud, the teacher will elicit responses and questions from students regarding
story sequencing and retelling using questions beginning with why, how or what if.
The teacher will access students prior knowledge by asking what stories students
have heard or have to share. After the teacher distributes books she will scaffold the
students authorship in response to their needs throughout the lessons. If one or
many students is having difficulty generating ideas, some assistance brainstorming
will be provided. The teacher will also model the writing process by creating her own
personal narrative along with her students, but making the students needs and
struggles a priority.

Why?
Students are encouraged to become avid readers and writers but in order for them to
take interest in either, they must have a level of agency within that writing. By putting
students in the position of the author, we as teachers can demystify authorship for
children. Working through these writing processes especially in terms of sequence
can help students break apart stories they read as well as paint a picture of what an
author experiences when writing a story. Sequencing is the focus behind the
authorship in this lesson because it is a crucial skill in supporting competent readers
and writers. It also reinforces students sense of literary comprehension and helps
the teacher assess students comprehension skills based on their own ability to craft
a cohesive narrative.