Unit 5, Week 5: Realistic Fictional Narrative

Treasures ELD Unit Writing 2nd Grade, Unit 5

BRAINSTORM & PREWRITE

T = Teacher S = Student CM = Circle Map

Abbreviation Key: BM = Bubble Map TM = Tree Map FM = Flow Map

DAY 1 Introduction:

Build Background:

ELD Blue Posters

Chart #1

T will: • Intro/Review Blue Posters: • Writing Process • Think-Pair-Share • Say: “In this unit, we will take a closer look at our Unit Theme: “Growing and Changing.” You will go through the Writing Process to develop a realistic fictional narrative. You will also give an oral presentation on the narrative you write.”

T will: • Read Chart #1 with S; Features of Realistic Fictional Narrative from RLA, U5, p323A. • Remind S that they read a realistic fictional narrative during RLA when they read, The Ugly Vegetables. • Say: “Realistic Fiction is something that could happen in real life. Remember, an oral presentation is when you get to share your story with the class.”

Introduction: U5 ELD Writing Objective T will: • Explain to S that they will be writing a realistic fictional narrative. • Say: “We have been reading about plants. A plant will be part of our realistic fictional narrative. This is the situation. Your main character is a S who has been given a seed by the T to take home, plant, and grow. We will all create narratives around this idea.”

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Bubble Map (BM): Choose & Describe a Seed T will: • Distribute 2 or 3 images of seeds to each S for them to select from (seed handout). • Optional: Distribute real seeds if they can be accessed. (Realia is better. Seeds could even be sent home for the S to plant.) • Draw a Bubble Map (BM) and write, “Seed” in the center. • Model choosing one seed. • Have S help him/her describe the seed using adjectives. • Say: “I chose this seed. The seed I selected is _____. My seed is _____.” S will: • Select their seed. • Think-Pair-Share using charted sentence frames: • I chose this seed. • The seed I selected is ______. • My seed is _______. Group Share: • Elicit S responses add to the BM. • (T may need to provide additional adjectives).

DAY 2 Review & Draw:

Determine Characters:

Determine Settings:

Features of Realistic Fictional Narrative & Class Tree Map (TM)

Class Tree Map (TM) & Student Tree Map (TM)

Class Tree Map (TM) & Student Tree Map

T will: • Review Chart #1 of Features of Realistic Fictional Narrative with S, highlighting the story features of character, setting, problem, and solution. • Draw a Tree Map (TM) titled, My Narrative, with 4 branches labeled: Characters, Settings, Problem, Solution.

T will: • Think aloud while completing the Characters branch of the Class TM. • Say: “One of my characters is the teacher. I will name her Ms. Gonzalez. I want my main character to be named Paloma.”

T will: • Think aloud while completing the Settings branch of the Class TM. • Say: “One setting in my narrative is the school where Paloma gets her seed. The other setting is her home where she plants her seed.”

S will: • Think-Pair-Share using charted sentence frames: • My teacher’s name is ______. • My main character’s name is _____. • Complete the Characters branch on their own TM.

S will: • Think-Pair-Share using charted sentence frames: • One setting in my narrative is ______. • The other setting is ______. • Complete the Settings branch on their own TM. • Debrief TM whole group.

S will: • Draw and label their own TM.

Treasures ELD Unit Writing 2nd Grade, Unit 5

Unit 5, Week 5: Realistic Fictional Narrative

BRAINSTORM & PREWRITE DAY 3 Review: Chart #1

Anchor Paper:

Features of a Realistic Fictional Narrative

“Alex Makes a Discovery”

T will: • Read Chart #1 with S, Features of a Realistic Fictional Narrative.

T will: • Distribute Anchor Paper and read to S. • Ask questions to guide S to locate each fictional narrative story feature in the anchor paper. • Highlight the use of quotes in S model.

Discuss:

Class Circle Map (CM):

Purpose & Audience T will: • Ask S to name the purpose and audience for their stories.

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T will: • Ask: “What did we learn that plants need, from reading our Practice Readers (PR), Plants and Learn About Tomatoes?” • Make a list of what plants need. • Draw Circle Map (CM) and write Problems in the inner circle. • Ask: “What are possible problems the main character could have when planting and growing the seed at home? In the Anchor Paper, squirrels stole the cookies. Let’s borrow that idea as a possible problem.” • Write on CM “an animal stole the seed.” • Refer to the list of what plants need. • Ask: “What would happen if a seed didn’t get water?” • Elicit S responses. • Explain that “the seed didn’t get water” would be a problem and add it to CM. S will: • Think-Pair-Share using charted sentence frames: • One possible problem could be that ____. T will: • Write suggested problems on the CM.

DAY 3 Select Problem:

Determine Solution:

Determine Solution:

Class & Student Tree Map (TM)

Class & Student Tree Map (TM)

Class & Student Flow Map (FM)

T will: • Model selecting a problem from Class CM. • Say: “The problem in my story will be that an animal stole the seed.” • Write the problem on the TM.

T will: • Think aloud determining a solution to selected problem. • Write the solution on the Class TM.

T will: • Model creating a Flow Map (FM) of the story to develop the plot. • Model transferring the problem and solution from the TM to the FM. • Labels 3rd and 4th part of the FM “Problem” and “Solution.”

S will: • Select problem and write in on their TM.

S will: • Volunteer shares his/her problem and possible solution with the class using the charted sentence frames: • The problem I selected is that ____. • My solution will be that _____. • Think-Pair-Share sharing their problem and discussing a solution to their problem using the charted sentences. • Write their solutions on their TM.

S will: • Create their FM. Note: Teacher can model and have S create an illustrated FM before completing the written FM for further scaffolding.

Unit 5, Week 5: Realistic Fictional Narrative

Treasures ELD Unit Writing 2ND Grade, Unit 5

DRAFT DAY 4 Communication Guide:

• At school, ________________. (write character’s name on above blank)

• At home, he/she ___________. • However, __________________. • So, ________________________. • After a few weeks, _________.

Introduce:

Draft:

Communication Guide

Realistic Fictional Narrative

T will: • Introduce the Communication Guide to class. • Model using the FM to complete the Communication Guide. • Select S volunteer(s) to model appropriate level (Simple, Elaborated, Complex) for class.

T will: • Model writing Realistic Fictional Narrative Draft using the Class FM and the Communication Guide.

S will: • Think-Pair-Share using their FM and the Communication Guide.

S will: • Write their draft using their own FM and the Communication Guide. • Complete this during small group instruction. Note: Teacher works with ELD 1-2 students to further scaffold as needed during small group instruction.

Treasures ELD Unit Writing 2nd Grade, Unit 5

Unit 5, Weeks 5 & 6: Realistic Fictional Narrative

REVISE

DAY 4

DAY 5

Review:

Revise:

Revise:

Features of Realistic Fictional Narrative & Anchor Paper: “Alex Makes a Discovery”

Teacher Models Adding Dialogue

Students Revise Adding Dialogue

T will: • Review with S the Features of Realistic Fictional Narrative. • Read Anchor Paper, “Alex Makes a Discovery,” and point out the use of quotes in the narrative.

T will: • Model adding 1 or 2 pieces of dialogue to the FM, changing it into a Flee Map.

S will: • Think-Pair-Share to share dialogue. • Add dialogue to their FM changing it into a Flee Map. Note: Teacher works with ELD 1-2 students to model adding speech bubbles to Illustrated Flow Map.

Add Dialogue to Draft: Flee Map T will: • Model using adding dialogue from Flee Map to draft. S will: • Add dialogue from Flee Map to drafts. • Complete this during small group instruction.

DAY 6 Revise:

Revise:

Introduce:

Teacher Models Adding Descriptive Language

Students Revise

Realistic Fictional Narrative Oral Presentation Criteria Chart

T will: • Remind S that they are using words to paint a picture in the reader’s mind. • Model adding adjectives from the BM to the draft to describe the seed.

S will: • Read their drafts to each other adding adjectives from the BM to describe the seed. • Add descriptive words to their drafts.

T will: • Review Oral Presentation Criteria (Chart #2) (see attached). S will: • Create an illustrated Flow Map poster for their oral presentation to illustrate the events in their narrative. • Do this independently during small group instruction. Note: Teacher works with ELD 1-2 students to further scaffold as needed during small group instruction.

Unit 5, Week 6: Realistic Fictional Narrative

Treasures ELD Unit Writing 2nd Grade, Unit 5

EDIT/PROOFREAD, PUBLISH, & ORAL PRESENTATION DAY 7 Review:

Teacher Models:

Think-Pair-Share:

Realistic Fictional Narrative Oral Presentation Criteria Chart (Chart #2)

Edit/Proofread

Oral Language Activity Peer Edit

T will: • Review Realistic Fictional Narrative Oral Presentation Criteria Chart (Chart #2) (see attached).

T will: • Introduce/review Editing Checklist. • Model editing with student Realistic Fictional Narrative drafts to model edits of common errors. • Model checking the format of quotes asking the questions from (Step 4: Proofread; TE p465)

S will: • Work in Pairs: • Read their narratives to each other, listening for errors. • Peer Edit.

S will: • Work on their illustrated FM posters to show the events of their narrative. • Work independently during small group instruction.

Students Edit/Proofread

S will: • Use Editing Checklist to edit for spelling, grammar, and punctuation independently during small group instruction. Note: Teacher works with ELD 1-2 students to further scaffold as needed during small group instruction.

DAY 8

DAY 9

DAY 10

Publish:

Partners Plan & Practice Oral Presentations

Oral Presentations

T will: • Review Realistic Fiction Narrative Oral Presentation Criteria & Speaking Checklist (Chart #2) (see attached).

T will: • Review Realistic Fiction Narrative Oral Presentation Criteria Checklist.

Teacher Models & Students Publish T will: • Model publishing a realistic fictional narrative. S will: • Publish independently during small group instruction.

S will: • Work in Pairs: • Practice oral presentation using their illustrated Flow Maps and debrief using oral presentation criteria.

S will: • Orally present their narratives to the class. • Listen attentively to the speaker for oral presentation criteria. *Class debriefs each presentation using the Oral Presentation Criteria (Chart #2)