Overview and Background: Unit: “The End” is not enough! – Six-Trait Writing (Organization)

 Name:  Nanette Potter

 

Cheney Elementary : Grades 2-3

 

Title:

“The End” is not enough! – Six-Trait Writing (Organization)

Topics:

 Six-Trait Writing - Organization

Time Frame:

Develop over approximately a month’s time

Start Date:

October/November

 

Other Designers:

 

Summary:

 

Print Materials Needed: Books with a variety of endings:  Max’s Dragon Shirt by Rosemary Wells, Noisy Nora by Rosemary Wells, Sylvester and the Magic Pebble by William Steig, Dr. DeSoto by William Steig, Frederick by Leo Lionni, Jimmy’s Boa and the Big Splash Birthday Bash by Trinka Hakes Noble, Just a Dream by Chris Van Allsburg, The Paper Bag Princess by Robert Munsch, The Polar Express by Chris Van Allsburg, Those Summers by Aliki Brandenburg, Three Names by Patricia MacLachlan, The Wump World by Bill Pete, The Art Lesson by Tomie dePaola, Arthur’s Teacher Trouble by Marc Brown, The Relatives Came by Cynthia Rylant, Owl Moon by Jane Yolen, My Ol’ Man by Patricia Polacco

Resources: Literature Based Mini-Lessons to Teach Writing by Susan Lunsford

 

Resource Attachments:

Internet Resource Links:

 

Notes:

 

 

Stage 1: Identify Desired Results

 

State:

KS

Title:

Writing

Standard(s):

 Local

 

Understandings: The students will use the six-trait writing model to express meaning.  (Organizing a story with a good ending)

 

 

Essential Questions: What elements are necessary to write a good narrative story?

What are some different types of endings that could be used to effectively wrap up the story?

How does the type of writing I’m doing effect the ending I choose?

 

 

 

Knowledge and Skills:

K: Students will know:

that good narrative stories have a beginning, middle and ending. 

that “the end” is only sufficient if writing a fairy tale.

the writing process involved in writing a narrative story.

 

 

 

S: Students will be able to:

use a graphic organizer to help them organize their ideas for a good narrative story. 

 

 

 

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary: Students will use two prompts given to them by their teacher.  They will brainstorm ideas as a class for each of the topics, then select the topic they believe will best help them write a great narrative story with a good beginning, middle and ending. 

Student Directions: Day 1:  You will choose a topic and be given time to think about what you want to write.  You will also have time for a prewriting activity such as brainstorming and completing a graphic organizer. 

Day 2:  You will write a rough draft.

Day 3:  You will revise and edit your rough draft, making any changes you wish.  You will also complete the editing checklist.  You may read with a partner and have your partner make suggestions to you. 

Day 4:  You will recopy your paper and proofread your final copy.

Day 5:  Create an illustration and title page to enhance your story.

 

 

Rubric:

 

Other assessment evidence to be collected: K-2 continuum developed for grading six-trait narrative stories. 

 

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities: What sequence of teaching and learning experiences will be used? 

1.    Hook:  Make a transparency of the graphic organizer we use for narrative writing.  Discuss the three parts to a good                                         story.  Read Noisy Nora, stopping after “I’m leaving,” shouted Nora, “And I’m never coming back!”  Close the book and say, “The End.”  This should have students puzzled and wondering how they could end the story that way.  On the board or overhead, complete the story parts for Noisy Nora as a group.  Help lead students to the correct answers by directing them back to the story. 

2.    Overview and Expectation: Discuss with the students that you are going to read several stories and listen to how real published authors write good story endings.  We’ll start a chart listing some of the favorite story endings and ending types.

3.        Teaching Activities, Assessments & Rethinking opportunities in order: Continue reading through all of the books listed above.  As you read, follow the same process as you did with Noisy Nora.  Create a chart with different story endings and different story types.  You could also begin listing good final sentences to help students with that last “wrap-it up” statement or question.

4.        As you add more and more stories to your “list”, be sure to leave the books at the writing table for students to thumb through.  I also try to categorize the books in baskets or on a mini-easel.  This helps children see the relationship between the endings.

5.        Work on this over several week’s time.  As time goes by, students start to bring up their self-selected books and tell me the types of endings they had.  Some students actually become picky and tell me they don’t like the story ending.  When this happens, I generally try to have them give me an alternative ending. 

6.        Practice as a class creating story endings.  Read aloud different story beginnings and middles.  Practice writing good endings as a class.

7.        During stations, select story beginnings and middles.  Have students write a good ending to the story.  Be available to help where needed.

8.        Continue this process until students feel successful at finalizing their story.