Chris Brown

10/27/15
Literacy Unit - Genre Focus (2 weeks)
Name: Chris Brown
Grade Level: 2nd Grade
School: Horizon Elementary

1. Target Area:

Writing
2. Core Practice:

Genre Study
3. Common Core State Standards:

CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence
of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
4. Rationale:
Students in my classroom do not have a set amount of writing time everyday, but rather
small sections of time a couple times a week. I have noticed in the students writing samples that
many of the students stick to the personal narrative genre and appear to have little knowledge on
writing genre/structure of genre. Another instance in which I have noticed a lack of knowledge in
genre is when students wrote a dramatic play and would write things such as: Dog: Hello, Cat.
dog said. My students strengths have shown in their ability to plan using various charts and
diagrams, and so I believe with enough time and knowledge of structure, the students will be able
to create pieces of writing that demonstrate concrete knowledge of genre through their writing.
5. Objectives:
Students will create a writing piece, using the first two steps of the writing process (planning and
drafting), to create a story with a clear beginning, middle, and end.
Students will develop an understanding of folk tales, by writing a folktale in which a character
doesnt follow the rules, and has a consequence as a lesson.

Chris Brown
10/27/15
Students will demonstrate an understanding of the fairy tale genre by writing a fairy tale with
characters working together, utilizing the features of magic and good versus evil.
6. Differentiated Instruction:
I have included chances for differentiated instruction throughout the unit, whether it is
large or minimal. For example, I wanted to include a list of transition words so that students can
visibly see the words for ideas, and recognize how to spell them. The largest way I have included
differentiated instruction is through peer work. I have given many opportunities for students to
work with each other and assist each other in their learning. I will pair students based on
matching strengths. For example, I will pair a student who is aggressive and has the strength of
being strong-willed with another student who is easygoing, has a high level of self-efficacy, and
has proven the ability to brush off any unwanted comments from this student in the past. While
this may not help these two students themselves, it allows all the other students a chance to work
and speak with less of a stake socially.
7. Daily Lesson Overview:
Day 1
Date: 11/02

Day 2
Date: 11/03

Day 3
Date: 11/03

Day 4
Date: 11/05

Day 5
Date: 11/06

Unit Objective:

Unit Objective:

Unit Objective:

Unit Objective:

Unit Objective:

Students will
demonstrate an
understanding of
the fairy tale
genre by writing
a fairy tale with
characters
working together,
utilizing the
features of magic
and good versus
evil.

Students will
demonstrate an
understanding of
the fairy tale
genre by writing
a fairy tale with
characters
working together,
utilizing the
features of magic
and good versus
evil.

Students will
demonstrate an
understanding of
the fairy tale
genre by writing
a fairy tale with
characters
working together,
utilizing the
features of magic
and good versus
evil.

Todays Learning
Target:
Students will be
able to identify
features of a fairy
tale in the reading,
The Three Mice

Todays Learning
Target:
Students will be
able to write a fairy
tale story given a
set of characters
and a basic plot.

Students will
create a writing
piece, using the
first two steps of
the writing
process
(planning and
drafting), to
create a story
with a clear
beginning,
middle, and end.

Todays Learning
Target:
Students will be
able to write their

Students will
demonstrate an
understanding of
the fairy tale
genre by writing
a fairy tale with
characters
working together,
utilizing the
features of magic
and good versus
evil.
Students will
create a writing
piece, using the
first two steps of
the writing
process
(planning and
drafting), to
create a story
with a clear
beginning,
middle, and end.

Todays Learning
Target:
Students be able

Students will
demonstrate an
understanding of
the fairy tale
genre by writing
a fairy tale with
characters
working together,
utilizing the
features of magic
and good versus
evil.
Students will
create a writing
piece, using the
first two steps of
the writing
process
(planning and
drafting), to
create a story
with a clear
beginning,
middle, and end.

Todays Learning
Target:
Students will be
able to listen to

Chris Brown
10/27/15
own characters
and writing plan for
a fairy tale.

to use transition
words (first, then,
next) in their own
sequenced story.

another students
stories, and
describe what
makes it a fairy
tale
Instructional
Practices/Format:

Instructional
Practices/Format:

Instructional
Practices/Format

Instructional
Practices/Format:

Instructional
Practices/Format:

We will read the

story The Three
Mice together as a
class. Afterwards,
students will work
in pairs to list
similar stories to
the reading.
Following this,
students will write
down what they
noticed about the
setting, characters,
or plot that made
this story different,
or similar to other
stories they have
read. This lesson
will close with a
whole group
anchor chart about
what they and their
partner wrote.

On the second day,

I will discuss the
features of the
Fairy Tale genre,
and show them a
story I wrote. Then,
I will present them
with a writing guide
that has a list of
characters, and a
basic plot.
Students will
practice writing
their own fairy tale,
using the guide to
focus their writing.

Students will have

read the main
selection earlier
within the day. This
lesson will open by
drawing
connections
between the main
selection and
yesterdays text
with a focus on the
good characters
vs. the bad
characters. From
there, students will
begin to work on
their own fairy tale
by creating a
character and story
sequence plan.

Assessment:

Assessment

Assessment:

On this day,
students will
practice giving
feedback based on
each others
writing plan.
Students will
review each
others writing
plans in small
groups and then
write down what
makes it a fairy
tale (i.e. it has
magic, this
character is
magical, the
animals can talk,
etc.) Afterwards,
we will review
transition words,
and how to start
paragraphs with
transition words to
show sequence.
Finally, I will send
students back to
their seats to start
writing their fairy
tales.
Assessment:

The assessment
this day will be
two-fold. First, I will
look to the
students own
written examples,
and then I will turn
towards the wholegroup anchor chart
to determine if all
students had
access to the
information. (i.e.
were the examples
provided tangible
and obvious for all
students to see)

I will assess
students on their
writing guide.

Criteria:

Criteria:

Students will
continue writing
their fairy tales and
make finishing
touches. Those
who finish will read
their story to a
partner and write
down two things
they liked.

Summative
Assessment:

I will be assessing
students this day
on their character
development and
their story plan that
they have written.

Assessment on
this day will be
based on the
feedback form

The final
assessment will be
based off of the
finished fairy tales.

Criteria:

Criteria:

Criteria:

Chris Brown
10/27/15
My expectation is
that students will
be able to list at
least one story that
have features that
are similar to a the
fairy tale we read
as well as one
feature that
accurately
describes the text
we read.

I expect students
to be able to
complete a story
with features of a
fairy tale based off
of the given writing
guide.

All students are

expected to have
characters to
demonstrate that
they have begun to
really think during
their planning. On
their story plan, I
expect students to
have written at
least one sentence
under each section
and for their plan
to demonstrate at
least one feature of
a fairy tale.

It is my expectation
that students can
use transition
words effectively to
mark the sequence
of their story. They
have had practice
with it in the past,
and it should come
with ease.

Teaching Notes:

Teaching Notes:

Teaching Notes:

Teaching Notes:

Students have little

idea of what genre
is. They know the
difference between
fiction and
nonfiction, but
aside from that
their experience
with genre is
minimal. My hopes
is to introduce
genre more with a
more head-on
approach so that
they know what to
expect in the future
lessons. Also here,
I have included the
chance for
students to learn
amongst one
another, rather
than my teaching
the lesson the
whole time
explicitly.

Here, students can

jump right in and
write with focus.
They dont have to
plan anything for
themselves, at the
same time, I will
not be giving them
much information
as to how to
include elements
of a fairy tale. My
hopes is that
students will be
able to take their
newly acquired
background
knowledge of fairy
tales we have read
in class, as well as
fairy tales they
have experienced
in their own
reading and
include elements
of fairy tales in
their writing.

While the teaching

guide uses animals
as examples of a
fairy tale, I want to
avoid this area as
it will confuse
students next week
when looking at
folk tales. Focus
will be on magic
and good vs. evil.

Transition words
are something
students have
used numerous
times when doing
retells. However,
they have not had
the chance to
utilize these
outside of retelling
contexts. My plan
here was for
students to take
this knowledge and
experience it in a
story context so
that they can see
how these words
tell the sequence
of a story.

This starts the first

phase of the
writing process,
and is something
students have
hardly touched on.
They have very
small writing plans
in their writing
journals, but they
are so small that
students cannot
write much, and
half dont even
notice it exists. I
want to blow up
the writing plan to
fit a whole piece of
paper and expect
students to fill up a
good portion of it.

The use of small

groups to discuss
their writing plans
is a very
introductory level
of revising.
Although I didnt
want to use
revisions in my
objective, I want
students to start to
take ownership of
their work and see
how others view
their work.
Additionally this
allows a small

It is my expectation
that all students
will use transition
words effectively.
They have used
them before in
similar contexts,
and so it shouldnt
be a big stretch for
them. Additionally, I
will look for
features of magical
elements in their
stories that make it
a fairy tale. The
last point of my
assessment is their
ability to follow the
guide they wrote.
Teaching Notes:
In finalizing the
lesson, I wanted
students to have
once last time to
reflect on their
writing. In using
only positive
feedback, I can
ensure students do
not have any high
social stakes at
play. As previously
mentioned, I worry
with the behavioral
management
during these
portions of the
lessons.This will
ensure any
negative
comments can be
appropriately
disciplined with no
grey area.

Chris Brown
10/27/15
amount of time to
reflect on their
writing.

Day 6
Date: 11/09

Day 7 PAT RYAN

OBSERVATION
Date: 11/10

Date: 11/11

Date: 11/12

Date: 11/13

Unit Objective:

Unit Objective:

Unit Objective:

Unit Objective:

Unit Objective:

Students will
develop an
understanding of
folk tales, by
writing a folktale
in which a
character doesnt
follow the rules,
and has a
consequence as
a lesson.

Students will
develop an
understanding of
folk tales, by
writing a folktale
in which a
character doesnt
follow the rules,
and has a
consequence as
a lesson.

Students will
develop an
understanding of
folk tales, by
writing a folktale
in which a
character doesnt
follow the rules,
and has a
consequence as
a lesson.

Students will
develop an
understanding of
folk tales, by
writing a folktale
in which a
character doesnt
follow the rules,
and has a
consequence as
a lesson.

Students will
develop an
understanding of
folk tales, by
writing a folktale
in which a
character doesnt
follow the rules,
and has a
consequence as
a lesson.

Students will
create a writing
piece, using the
first two steps of
the writing
process
(planning and
drafting), to
create a story
with a clear
beginning,
middle, and end.

Students will
create a writing
piece, using the
first two steps of
the writing
process
(planning and
drafting), to
create a story
with a clear
beginning,
middle, and end.

Todays Learning
Target:
Students will be
able to read a
folktale with a
partner, and
describe the
action, the
consequence, and
the lesson to be
learned from the
folk tale.

Todays Learning
Target:

Instructional
Practices/Format:

Day 8

Day 9

Todays Learning
Target:

Students will be
able to list off the
actions,
consequences,
and lessons from
another students
folktale.

Day 10

Students will
create a writing
piece, using the
first two steps of
the writing
process
(planning and
drafting), to
create a story
with a clear
beginning,
middle, and end.

Todays Learning
Target:

Todays Learning
Target:

Students will be
able to write a
story plan with an
action,
consequence, and
an appropriately
matched lesson.

Students will be
able to write a
folktale that is
attentive to their
writing plan.

When given a
lesson to learn
from, students will
be able to write
their own folktale
with an appropriate
action and
consequence and
include elements
of a folktale with
little instruction.

Instructional
Practices/Format:

Instructional
Practices/Format:

Instructional
Practices/Format:

Instructional
Practices/Format:

Chris Brown
10/27/15
The lesson will
start with a whole
group short fairy
tale. I will explain
to the students that
folk tales are
meant to teach
lessons, and we
will begin pulling
out the lesson in
whole group. Then,
students will read
another folktale
with a partner and
will pull out the
action,
consequence, and
lesson to be
learned that is in
the folktale.

On this day,
students will begin
planning their
writing of a folktale
by focusing on the
characters, the
action, the
consequence, and
the lesson they
want to teach.

Students will begin

writing their
folktales, keeping it
focused on their
writing plan

Students who have

not yet finished
their folktale will
finish up their
folktales. When
finished students
will trade stories
with another
student and record
the action,
consequence, and
lesson, from each
others stories.

Assessment:

Assessment:

Assessment:

Assessment:

I will review the

paper that the
students wrote with
their partner to
determine if they
met the days
learning target.

I will assess
students on their
writing plan

Students own
written folktale

I will assess
students on what
they have written
about each others
stories.

Criteria:

Criteria:

Criteria:

Criteria:

Criteria:

I expect all
students to be able
to notice what can
be learned in the
given folktale as
future lessons will
scaffold off of this
idea.

My expectation on
this day is for
students to have
their plan ready
with an appropriate
action,
consequence, and
lesson, as well as
planned
characters.

I will look to see if

students have
successfully
written a folktale
around their writing
plan.

My expectation is
for students to be
able to pull out the
action,
consequence, and
lesson from each
others stories.

Students stories
should have a
matching action
and consequence,
and have other
features previously
talked about when
discussing
folktales.

Teaching Notes:

Teaching Notes:

Teaching Notes:

Teaching Notes:

Teaching Notes:

Once again, I am
putting students in
charge of their
learning. While
minimal instruction
is needed to
ensure students
have the
prerequisite

The planning guide

suggests using the
prompt of working
together once
again in the
students writing. I
did not want to
reuse the same
topic and bore

Little to say here, I

have given
students a lot of
freetime to write,
without them
feeling rushed.
Once again, they
have all the power
in their writing and

Here is another
way I snuck in the
revising process.
Students can once
again take
ownership as their
peers review their
writing. The can
reflect on their

As the final, final

lesson, I wanted to
see how students
would succeed on
their own when
writing one last
folktale. I will give
them the lesson to
see if they can

On the final day,

students will be
presented with the
lesson, It is bad to
eat all of your
halloween candy in
one sitting.
Students will have
the whole time to
create a folktale
around this lesson.

Summative
Assessment:
I will assess
students on the
story they wrote
around the outlined
lesson.

Chris Brown
10/27/15
knowledge
required, students
take hold of their
own learning when
they work in small
groups.

students, and I
saw this as an
opportunity for
students to take
more power into
their writing. My
hopes is that with a
little push here and
there, students can
pick a lesson that
is relevant and
meaningful to
themselves. I may
even do an
impromptu anchor
chart to draw out
ideas for lessons
from the students
to share.

will develop full

ownership in it.

writing if their
peers can visibly
see the lesson in
the story.

write an
appropriate folktale
around it. I will not
give anymore
instruction on
features of
folktales just to see
if they truly have
the knowledge
instilled in their
brains.