Reading: Literature, 6 Traits, and Writing: Narrative IDEAS (4-8) Reading: Literature Writing: Narrative 1 Refer to details / evidence from the text in support of what the text says explicitly and well as inferences drawn from text 2 Determine theme from details, analyze its development over the course of the text; determine its relationship to characters, setting, plot Summarize text objectively 3 Describe character, setting, event in a story/drama drawing on details

3d Use precise words and phrases, relevant descriptive details, and sensory language 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience

Compare/contrast two or more characters, settings, events; How episodes/lines of dialogue /incidents in story or drama unfold and propel the action and how characters respond

Mentor Texts Short Stories “Pulling Up Stakes” by David Lubar and “The Swede” by Alden R. Carter in First Crossing: Stories about Teen Immigrants “Breaker’s Bridge” by Laurence Yep in The Rainbow People Picture Books Dad, Jackie, and Me by Myron Uhlberg (prejudice—race and disability) Baseball Saved Us by Ken Mochizuki (Japanese internment) Mama Played Baseball by David Adler (women’s pro baseball in WWII) Martin’s Big Words by Doreen Rappaport (ideas of Martin Luther King, Jr.) Flossie and the Fox by Patricia McKissack (sly girl outwits fox) Novels Rules by Cynthia Lord (autism) The Jacket by Andrew Clements (prejudice) A Wrinkle in Time by Madeleine L’Engle (family) Waiting for Normal by Leslie Connor (family, heroes) A Mango Shaped Space by Wendy Mass (synesthesia) On the Wings of Heroes by Richard Peck (world wars, who are heroes?) The Schwa Was Here by Neal Shusterman (individuals who are not really noticed) The Green Glass Sea by Ellen Klages (atomic bomb testing in U.S.) Poetry Math Talk: Mathematical Ideas in Poems for Two Voices by Theoni Pappas Edgar Allan Poe’s Pie: Math Puzzlers in Classic Poems by J. Patrick Lewis The Blood-Hungry Spleen and Other Poems About Our Parts by Allan Wolf African Acrostics by Avis Harley Drama “The Monsters Are Due on Maple Street” by Rod Serling (fear can lead to violence)

 

Activities Based on Seed by Seed: The Legend and Legacy of John “Appleseed” Chapman by Esmé Codell—have students write a narrative related to one of Johnny’s ideas **Respect nature **Use what you have **Share what you have **Try to make peace where there is war **You can reach your destination by taking small steps Or have students respond to the question at the conclusion of the book, “What seed will you plant?” Based on Martin’s Big Words—have students write a narrative related to the “big words” emphasized in the book. Perhaps they can write about school events related to these ideas. For example: **You are as good as anyone. **Everyone can be great. **Sooner or later, all the people of the world will have to discover a way to live together. Words shown on the final page: freedom, peace, together, I have a dream, love Based on the novel Rules—brainstorm with students rules that are present in school, at home, in public places; have them write about • A time they decided to disobey a rule • What it would be like without rules • New rules they would like to propose Describe a hero.

  Following the reading of a short story, picture book, or novel, have students complete a Character Perspective Chart or Mind Portrait/Alternative Mind Portrait (Linder, 2006) based on characters from the story. Based on the information recorded in either of these activities, students can then write a character analysis essay or can compare/contrast characters from a story.

 

ORGANIZATION (4-8) Reading: Literature

Writing: Narrative

5 Differences between poems, drama, and prose; Refer to structural elements when writing about a text

3a Engage and orient the reader; Establish context, point of view; Introduce narrator and/or characters; Organize events sequentially and logically 3c Use transitional words, phrases, clauses; Signal shifts in time frame / setting; Show relationships among experiences and events 3e Write a conclusion that follows from / reflects on the narrated experiences / events 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience

How chapters, scenes, or stanzas fit together to provide the overall structure / contribute to the development of theme, setting, plot, meaning, style

Mentor Texts Poetry “Boa Constrictor” and “Sarah Cynthia Sylvia Stout” by Shel Silverstein “The Highwayman” by Alfred Noyce “Casey at the Bat” by Ernest Thayer This Is Just to Say (apology poem and book) based on poem by William Carlos Williams Forgive Me, I Meant to Do It: False Apology Poems by Gail Carson Levine Dogku by Andrew Clements (story told with a series of haiku verses) Splish, Splash by Joan Bransfield Graham (concrete poems about forms of water) Picture books Old Black Fly by Jim Aylesworth (ABC book with narrative) Mirror, Mirror by Marilyn Singer and Josee Masse (book of reversible verse) Falling Down the Page by Georgia Heard (book of list poems) The Matchbook Diary by Paul Fleischman (story of immigration told through artifacts) The End by David LaRochelle and Richard Egielski (story told in reverse) Wilma Unlimited by Kathleen Krull (character introduction) The Wreck of the Zephyr by Chris Van Allsburg (narrator introduction) An Island Scrapbook: Dawn to Dusk on a Barrier Island by Virginia Wright-Frierson (signal shifts in time frame) Novels Honus and Me or Jackie and Me by Dan Gutman (travel back in time) Locomotion by Jacqueline Woodson (free verse)

 

Activities Write a reader’s theater script for a picture book. The part of the narrator is necessary to add transitions and details that would be seen in the illustrations in the book. Easy reader books provide good texts from which to work. Some examples: • Elephant and Piggie books by Mo Willems • Pigeon books by Mo Willems • Pete the Cat books by Eric Litwin • Fly Guy books by Tedd Arnold • Henry and Mudge books by Cynthia Rylant For the short story “Charles” written by Shirley Jackson, address the prompt: What happened after the mother finished her conference with the teacher? Based on An Island Scrapbook: Dawn to Dusk on a Barrier Island: have students write about a memorable day—a day spent at an amusement park, a trip to the beach, etc. Note the many ways that the author signals shifts in time throughout her book. As an alternative or extension, have students take photos of a day at their school, in their classroom, or on a field trip; create a PowerPoint presentation or classroom scrapbook based on their photos.

  Peace, Locomotion by Jacqueline Woodson (letters) Out of the Dust and Witness by Karen Hess (free verse) Monster by Walter Dean Myers (script) Skeleton Creek by Patrick Carman (journal entries, e-mails, Internet websites) The Cruisers: A Star Is Born by Walter Dean Myers (narrative that includes excerpts from the middle school alternative paper “The Cruiser”—articles, poems, reading list, editorials) The Watch That Ends the Night: Voices from the Titanic by Allen Wolf (free verse and concrete poetry)

Have students read like writers. As they read poems, short stories, and novel, have them copy examples of interesting ways authors introduce characters, chapters, or narrators. Perhaps also display many examples on a bulletin board. Provide students with an interesting opening that you have taken from a piece of literature. Use it as a story starter for the students. Then compare to the actual piece of writing.

 

VOICE (4-8) Reading: Literature 6 Compare/contrast points of view of different stories—first- and third-person

Writing: Narrative 3b Use dialogue, description, pacing, reflection to develop experiences, events, characters

How narrator’s/speaker’s point of view influences how events are described How author develops point of view of narrator or different characters How different points of view of the audience or reader create such effects as suspense or humor

Mentor Texts Short Stories “The Circuit” in the book of the same title by Francisco Jiménez “Charles” by Shirley Jackson “A Conversation with My Dogs” by Merrill Markoe Novels Out of My Mind by Sharon Draper Seedfolks and Bull Run by Paul Fleischman The Red Pyramid (the Kane Chronicles series) by Rick Riordan The Book Thief by Markus Zusak The Unfinished Angel by Sharon Creech Inside Out & Back Again by Thanhha Lai My Life as a Book by Janet Tashjian Graphic Novels/Picture Book Smile by Raina Telgemeier Dork Diaries by Rachel Renee Russell Diary of a Wimpy Kid by Jeff Kinney Amelia Rules by Jimmy Gownley

 

Activities Use wordless picture books; write the story from different points of view • The Lion and the Mouse by Jerry Pinkney—write the story from the point of view of the mouse, the lion, the hunters • Magpie Magic: A Tale of Colorful Mischief by April Wilson—write the story from the point of view of the boy or the magpie • Where’s Walrus? by Stephen Savage—write the story from the point of view of the walrus or the zookeeper • A Ball for Daisy by Chris Raschka—write the story from Daily’s point of view Write another character’s point of view regarding the main character—Teacher’s Point of View: the short story ”Charles” I’ve had the worst little boy in my class this year, I tell you! On the first day of school I had to spank him for being so fresh. Not many kids ever had to be spanked. Oh, he was horrible. He was sent to time out, and even told another student to say a bad word! Also, he kicked the P.E. teacher when he didn’t want to do exercises… Based on Dirty Laundry Pile: Poems in Different Voices, have students express the

  Stick Dog by Tom Watson Once Upon a Cool Motorcycle Dude and Once Upon a Royal Superbaby by Kevin O’Malley The Paper Bag Princess by Robert Munsch Poetry Dirty Laundry Pile: Poems in Different Voices by Paul B. Janeczko (editor) Grumbles from the Forest: Fairy-Tale Voices with a Twist by Jane Yolen and Rebecca Kai Dotlich

thoughts and feelings of inanimate objects; good opportunity to include onomatopoeia Based on Grumbles from the Forest: Fairy-Tale Voices with a Twist, choose a familiar fairy tale and write the thoughts of two or more different characters Based on Once Upon a Cool Motorcycle Dude and Once Upon a Royal Superbaby, retell a familiar story from both a male and a female perspective Based on “A Conversation with My Dogs,” have students write what their pets might want to be able to say to them!

 

WORD CHOICE (4-8) Reading: Literature 4 Determine the meaning of words and phrases that allude to characters found in mythology Figurative language (e.g., metaphors and similes)

Writing: Narrative 3c Use transitional words, phrases, clauses to signal shifts in time frame/setting 3d Use concrete words/phrases, sensory details, relevant descriptive details Convey experiences/events precisely, capture the action

Connotative meaning Analyze impact of word choice, rhymes, alliteration on meaning and tone, specific verse or stanza of poem or section of story/drama Analogies or allusions to other texts

Mentor Texts Short Stories “All Summer in a Day” by Ray Bradbury Creation Stories from Around the World by Virginia Hamilton “Mother and Daughter” by Gary Soto in Baseball in April and Other Stories Novels Harry Potter, Hunger Games, Percy Jackson Wednesday Wars by Gary Schmidt Frindle by Andrew Clements Heat by Mike Lupica Poetry What Does Peace Feel Like? by Vladimir Radunsky The Flag We Love by Pam Muñoz Ryan Forgive Me, I Meant to Do It: False Apology Poems by Gail Carson Levine (allusions)

 

Activities Activities Based on What Does Peace Feel Like? Writing a Five Senses Poem ____________ looks like __________ ____________ tastes like __________ ____________ smells like __________ ____________ sounds like __________ ____________ feels like __________ The Five Senses Poem can serve as a pre-writing activity, and students can expand upon this to write a narrative about a holiday or a special trip or event. Have students write a story for a wordless picture book. One way to approach this story would be to assign one picture to a student/group of students for writing and have the student(s) focus on the details in the picture. Look at the picture, write a draft. Go back to the picture and note details that were missed the first time, revise the original draft. Repeat. These illustrations are rich with details!

  Based on Forgive Me, I Meant to Do It: False Apology Poems, have students write additional apology poems in which fictional characters apologize for something they have done. Of course, the character’s names are not revealed, but readers should be able to gather clues from the poem that allude to the story in which they appear.

WORDLESS PICTURE BOOKS Mirror by Jeannie Baker Museum Trip by Barbara Lehman Rainstorm by Barbara Lehman Yellow Umbrella by Jae Soo Liu Juke Box by David Merveille The Lion and the Mouse by Jerry Pinkney A Ball for Daisy by Chris Raschka Time Flies by Eric Rohman Where’s Walrus? by Stephen Savage Chalk by Bill Thomson Flotsam by David Wiesner Sector 7 by David Wiesner Tuesday by David Wiesner Magpie Magic: A Tale of Colorful Mischief by April Wilson