Lesson 9 of 13
Objective: SWBAT take an idea from a story that has been read to them and create a narrative writing piece from it. Student Objective: I can write a story about an adventure that I would like to go on.
Several times we have enjoyed books by Audrey Wood. Today's book is illustrated by her son, Bruce Wood. His style of drawing is different than that of his parents. We will take note of that before we delve into the story.
Boys and girls, today we are going to look at another book by our author of the month. Who remembers what her name is? That's right, Audrey Wood. When we looked at Silly Sally, we learned that Audrey Wood was the illustrator. When we read The Napping House, we found out that Don Wood illustrated that book. Who remembers who Don Wood is? Audrey Wood's husband, yes.
Now we are going to take a look at a new book. It is illustrated by her son, Bruce Wood. Look at each of these book covers, what do you notice about them? They are very different. Bruce likes to use lots of bold colors. The name of this book is called Alphabet Adventure. Look again at the cover. Do you think it gives you any clues as to what the story is about? I will give you another clue. Look at these letter cards and see what you can see. When you think you have the answer, blow it into your hand and hold it until I ask you to release.
On the letter cards, I have removed the dot from lowercase "i". This goes along with the events in the story. The children will generate several ideas and then I will read the story.
I try to read a story to my class two times through. The reason I do this is because during the first reading, I really want them to enjoy the author's story--to find magic in the sound of the language of books. I don't want their focus to be distracted from what we are listening to. During the second reading, I'll pause, ask and answer questions.
As we read through this story, were you close in your thinking about what would happen? What happened with the characters? How did the characters get from one place to another? What was the message at the end of the story? What did Charlie's letters spell? Do you think we could retell the story as a group? Who would like to start from the beginning? When I point to you, you will tell the class something that happened next. We will do this until we get to the end.
Do you think the characters enjoyed their adventure?
How many of you have been on an adventure? I try to take my own children on an adventure every summer, even now that they are big kids. What are some of your adventures? ( I usually only take three responses aloud and then let them share their ideas with a friend.) If you didn't share with the whole class, you can share with a buddy, now.
Thinking about your adventures and the adventures of Charlie's Alphabet, you are going to write a story. You will get a piece of writing paper that starts you out with these words: If I could travel anywhere on an adventure, I would go ___________. I will make a word bank on the board to help you with some challenging words, but I would also like for you to sound out as many words as you can.
I write some suggested places and then pass out the writing paper for the children to begin. It is generally a little noisy at first because the children like to bounce their ideas off of one another.
I try to meet with as many students as I can to let them share their writing. It is important for me to hear what their intentions are for the piece so that I can see if they have an understanding of what I was directing. Some of the children have emergent writing skills, but there are a few that are still drawing pictures and stringing letters. They maybe able to tell the story but not write it yet and I may have to take dictation.