Organizing the Ideas: Day 2 of 2
Lesson 8 of 12
Objective: SWBAT finish organizing and developing the central idea and characters of their fiction personal narrative.
This lesson continues from the previous day's lesson where my students continue to gain practice with W.1.3: write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure, to create a fictional narrative about themselves as a snail.
On this, the second day of this lesson, we reviewed Diary of a Worm and Emma's Turtle, to further gain ideas to develop the central idea and character of my students fictional narrative, as well as using the word 'I'. To do this my students finished organizing their ideas and transferring them from their web graphic organizer to their cylinder graphic organizer. I also pulled small groups of students to review their work.
- Emma's Turtle, by Eve Bunting
- Diary of a Worm, by Doreen Cronin
- Cylinder Graphic Organizer: (Learning Headquarters)
As my students settled on the rug I began today’s lesson by reminding my little ones they were writing a fictional personal narrative about themselves as a snail. I then asked: If this is a personal narrative about yourself, what word to you need to use? My students all called out, "I". That is correct, I beamed back.
From there I reminded them, the day before they used their cylinder graphic organizers to organize the facts they were going to use in their personal narrative. I continued by explaining today they would do the same thing to organize their character traits and adventures.
I then held up a copy of Diary of a Worm and used the magic cup (Demonstration: Magic Cup) to select students to answer these questions:
- Who is the main character?
- What word does he use to describe himself?
- Describe two adventures he had.
As these students answered the questions, the rest of the class showed me they agreed or were going to say the same thing by showing me a thumb up (Demonstration: Thumb Up, Thumb Down).
I then did the same thing with Emma's Turtle.
When we finished this review, I drew my students attention to the the Large Cylinder Graphic Organizer and reviewed how in yesterday's lesson they used the information from the Large Writing Web Graphic Organizer to create a title, central idea, and organize the snail facts. From there I modeled how to label the middle and last cylinders with My Friends and Adventures. As I did this I explained they would take all the information about their friends and add them to the cylinder titled Friends, do the same thing with the cylinder titled Adventures.
I then gave my students a moment to partner share what they were going to work on today. When they were finished sharing, I used the magic cup to call on a partner pair to retell the class what they were going to do today. As these two students re-explained the directions, the rest of my students listened and showed me they agreed by showing me a thumb up.
At this point I had my students stand up and stretch I then had them slowly slide to their desks moving like a snail (Demonstration: Movement).
Once settled at their desks, I displayed a copy of the cylinder graphic organizer on the Promethean board and instructed my students to take both their Writing Web Graphic Organizer and Cylinder Graphic Organizer out of their work folders. As they did this I again wrote My Friends and Adventures in the last two cylinder spaces. I set the timer for 10 minutes as my students continued to organize their ideas from their web graphic organizers to their cylinder graphic organizer, completing the middle and last cylinders.
During this 10 minute time I pulled my Beginning Reading group to work with me, while the rest of my students worked quietly to finish their work.
At the end of 10 minutes I stopped the class so that I could meet with each reading group to check, edit, and revise their work. In order so I can meet with all my students and review their cylinder graphic organizers, I put them in work areas where they rotate every 10 minutes. I have found that by putting students in work stations and having them rotate, similar to our differentiated leveled reading rotation, ensures that I have a moment to talk to all students about their work. It also keeps the group I am working with small, without a long line of children waiting to have their work checked.
My usual writing rotation work areas include: continue working on their writing at their desks, conferencing with me, revising or getting ideas from similar stories at the round table, and working on the computer.
I am able to work with 4 groups in this short time, because I had already worked with my beginning reading group, so they start this rotation at the round table where they continue working or revising their work they started when they were working with me. The next reading group comes to me from their desks, we continue until I have met with all four reading groups.
When they finished this rotation I told them that tomorrow we would work on turning the first cylinder into a first or introductory paragraph.