Writing+Mini-Lesson

Grade: 4

Time: 15 Minutes

Standards: 3.2.4 A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. 3. Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

Objective: The students will draw a cover and compose a piece of writing from a memory from childhood that classmates will begin making predictions about.

Materials: //The Junkyard Wonders// by Patricia Polacco Blank story paper Colored pencils or crayons

Lesson Sequence · Anticipatory Set: o “We will be using //The Junkyard Wonders// by Patricia Polacco one more time this week. Can anyone recall what the last page of the story revealed to us? Yes, that’s correct. The main character in this book was Patricia Polacco herself. Many of her books are framed this way. Patricia Polacco had an interesting childhood and is willing to share it with the rest of the world.” · State objective and purpose: o “Today we are going to begin writing a story about the earlier years of our lives. We should all be able to recall a significant memory from childhood.” · Teach and model: o “Last night I wrote a story about a significant time in my childhood. Once I had an idea, I wrote down that idea and then thought of a picture to use as the cover to my story. The first thing I want you all to do is look at my picture and my title to make a prediction about my story.” Show students the cover of my story and allow a few students to make predictions. I will then read my short story to the students. o “Were anyone’s predictions confirmed? Where in my story were those predictions confirmed? Very good.” · Guided Practice: o “While we are sitting here I want you to think of a story from your childhood that you could write about. Once you have that story idea, think of a picture you could use as the cover to your story. You may talk to a partner to think of ideas. When you have both ideas, put two thumbs up.” o Give students a few minutes to formulate ideas. o “While you were all thinking, I was thinking of another story from my childhood too. What I am going to do is tell you my idea for the cover and I want you to make a prediction what you think the story is about.” o Tell students my cover idea and let three students make predictions. I would then tell students if they were correct and what my story was going to be about. o I would ask two students to volunteer their cover picture idea and have two students make predictions about each cover. · Independent Practice: o “Does everyone feel comfortable with making predictions? When you go back to your desks, I want you to write down the story idea you have in mind and what you will draw as your cover. You may begin writing the story but I will be coming around to check your ideas.” · Closure: o “Tomorrow we will be using these stories with groups to make predictions about our classmates’ stories.” · Assessment: o I will know students understand how to create a story from talking to others and using //The Junkyard Wonders// by walking around and talking to the students about their ideas.