Inferring A Wordless Picture Book - Day 2 of 2
Lesson 14 of 14
Objective: SWBAT write a narrative using transition, or temporal words where they sequence the events of yesterday's story.
The students did a lot of work yesterday inferring and discussing the story, summarizing and then sequencing all the major events. Today the students are going to write a narrative about the story they read. Most of the heavy work was done yesterday but there is still potential for the student to goof up if they aren't following their flow map correctly or if they forget to use their temporal words.
By utilizing the flow map and showing students how to use temporal words when they write a narrative that retells major events, we are showing students how to write a well structured narrative.
Today you will need to make a double sided copy of the journal paper Journal Paper for students to write their narratives. Students will also need their flow maps from yesterday's lesson.
I brought my students to the carpet and stated today's objective. I said, "Today we are going to take our information from our flow map and use it to write a narrative that retells the major events. You are really going to have to use your powers of concentration because if you don't follow the events on your flow map correctly or you forget to use your temporal words, then your whole narrative is not going to make sense. I am going to write my narrative on "Tuesday" right now."
I taped my flow map and my journal paper to the Smartboard so students could see what I was doing. I took a dark colored marker (one that wouldn't bleed through the paper) to write so students could easily see what I was writing. I copied my introduction box that explained my book, the author and how I inferred on the journal paper. Then I said, "Now I'm going to move to the next box on the flow map. I need to remember to put the temporal word First before I write any other words from the box." Then I modeled how to write that on my journal paper. I kept modeling and writing on the journal paper so the students would know what to remember when writing their narrative.
Then I started to draw my illustration on the first page. I said, "When you take your paper home someone is going to read your paper. That is your audience. When your audience reads your paper they are going to have to not only read your words but also to look at your illustration so they can really understand your narrative. Your illustration is just as important as your narrative. You are describing your characters and events in your illustration as well as your narrative." Then I modeled how to make my illustrations that had many details from the story. Once my students saw my modeling they had a good understanding of what to do and they went back to their seats and got to work.
I walked around the room, helping out if needed. I tried to prevent students from forgetting a temporal word or something that would really affect their narrative, but for the most part I am really trying to take a back seat because I am trying to move my students towards independence in everything they do. I am trying to really just get out of their way. Students followed their flow map and wrote their narratives using the flow map as a guide.
One suggestion I do have to help your students keep track of which boxes to follow is to number your boxes on the flow map before your students even begin to write. This way if students drop their papers or they become out of order, they have that scaffold built in to help them out with the order.
As a fun way to close out the lesson, I said, "Find a partner that was in a different group. I want you to read your narratives to each other." The students had a great time reading each other their narratives.
You can see some of the final products here: Final Product - Inferring a Wordless Picture Book.mp4.