Lesson 21
Lesson 21
Review Writing: Planning
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Plan, draft, and edit a personal narrative with a title, recounting a well-elaborated event or short sequence of events, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure (W.2.3) At a Glance The /aw/ Sound and Its Spellings Writing Take-Home Material
Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational text read independently and explain how these graphics clarify the meaning of the text (RI.2.7)
Exercise Practice Reading /aw/ Sound Plan a Class Personal Narrative Family Letter; Review of /ae/ and /oe/
Materials
Minutes
Worksheet 21.1
15
Worksheets 21.2–21.4
45
Worksheets 21.5, 21.6
*
Note to Teacher There are no spelling words for this week as it is an assessment week to conclude Unit 3. Advance Preparation Please arrange to display Worksheet 21.4 for the writing lesson today.
The /aw/ Sound and Its Spellings
15 minutes
Practice Reading /aw/ Sound • Review the three spellings of /aw/ by having students read the words on the Spelling Tree as you point to them. • Ask students to turn to Worksheet 21.1.
Worksheet 21.1
• Complete the first one or two sentences together. Based on student performance, you may have them complete the worksheet independently or as a class.
Unit 3 | Lesson 21 147 © 2013 Core Knowledge Foundation
Writing
45 minutes Plan a Class Personal Narrative • Direct students’ attention to the writing process poster you have in the room. Remind them of previous writing experiences from Unit 2. Tell them you will begin another series of writing lessons today. • Today students will begin familiarizing themselves with another genre of writing—the personal narrative.
Worksheets 21.2–21.4
• Remind students they have written a fable and a book report; both pieces of writing were fiction. • Quickly review with students what it means for a story to be fiction. • Remind students the opposite of fiction is nonfiction. Ask students how nonfiction is different from fiction. (Nonfiction tells about something that really happened. It is not a made-up or imaginary story.) • Tell students in the next few lessons they will learn to write a personal narrative. • Explain a narrative is a story and personal means the story is about something that happened to you, personally. • Explain a personal narrative is a kind of nonfiction writing. A personal narrative describes something that really happened to the author. • Have students turn to Worksheet 21.2. • Have students look at the personal narrative, “The Big Storm.” Explain this is a personal narrative written by a child not much older than they. • Read the narrative aloud while students follow along. • The purpose of reading “The Big Storm” (and then using it with the planning worksheet) is to provide students with an example of a personal narrative. • Explain a personal narrative is different from a fictional story in that it is not a made-up story, but it contains many of the same elements as a fictional story. It has a title; it has a setting—the event described took place in a particular place and at a certain time; it has characters who do things (one of whom is the author, or narrator, who is sharing the experience); and it has a plot, with a beginning, middle, and end. • Display a copy of the 5 “W” chart (on the next page) and ask students to turn to the last page of their Workbook. Explain that good stories answer these 5 “W” questions: Who? What? When? Where? Why? • Take a few moments to explain what each of the 5 “W” questions ask. • Who? This question asks about the characters in the story. • What? This question asks about the plot of the story: the beginning, middle, and end.
148 Unit 3 | Lesson 21 © 2013 Core Knowledge Foundation
• When? This question further refines the setting by asking about the time of the story, e.g., early morning, winter, last year, etc. • Where? This question asks about the setting of the story. • Why? This question refines the plot of the story: Why did the main character do whatever it was that he/she did? • Tell students these are good questions to ask themselves as they are thinking about writing either a personal narrative or other story. • Display Worksheet 21.4. Remind students this is the same worksheet they used when discussing fiction and planning fictional stories. Explain they are going to use it to learn about the elements of a personal narrative by using this template to analyze the personal narrative, “The Big Storm.” • Work with students to fill in the blanks on Worksheet 21.4 so they have a summary of “The Big Storm.” • When discussing characters, be sure to point out one of the main characters in a personal narrative is always the narrator. Explain the narrator is the person who tells the story. The narrator is the “I” character in the personal narrative. Note: In this narrative, we do not know the narrator’s name, or even whether the narrator is a boy or a girl. • When you have completed the planning, go back with students to see if you have elements that answer the 5 “W” questions: Who? What? When? Where? Why? • If you have time, read, or have students read, the second personal narrative on Worksheet 21.3, “Cupcakes with Mom” and use a projection system to summarize the elements of “Cupcakes with Mom.”
Take-Home Material Family Letter; Review of /ae/ and /oe/ • Ask students to take home Worksheets 21.5 and 21.6.
Unit 3 | Lesson 21 149 © 2013 Core Knowledge Foundation
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150 Unit 3 | Lesson 21 © 2013 Core Knowledge Foundation
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Review Writing: Planning
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Plan, draft, and edit a personal narrative with a title, recounting a well-elaborated event or short sequence of events, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure (W.2.3) At a Glance The /aw/ Sound and Its Spellings Writing Take-Home Material
Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational text read independently and explain how these graphics clarify the meaning of the text (RI.2.7)
Exercise Practice Reading /aw/ Sound Plan a Class Personal Narrative Family Letter; Review of /ae/ and /oe/
Materials
Minutes
Worksheet 21.1
15
Worksheets 21.2–21.4
45
Worksheets 21.5, 21.6
*
Note to Teacher There are no spelling words for this week as it is an assessment week to conclude Unit 3. Advance Preparation Please arrange to display Worksheet 21.4 for the writing lesson today.
The /aw/ Sound and Its Spellings
15 minutes
Practice Reading /aw/ Sound • Review the three spellings of /aw/ by having students read the words on the Spelling Tree as you point to them. • Ask students to turn to Worksheet 21.1.
Worksheet 21.1
• Complete the first one or two sentences together. Based on student performance, you may have them complete the worksheet independently or as a class.
Unit 3 | Lesson 21 147 © 2013 Core Knowledge Foundation
Writing
45 minutes Plan a Class Personal Narrative • Direct students’ attention to the writing process poster you have in the room. Remind them of previous writing experiences from Unit 2. Tell them you will begin another series of writing lessons today. • Today students will begin familiarizing themselves with another genre of writing—the personal narrative.
Worksheets 21.2–21.4
• Remind students they have written a fable and a book report; both pieces of writing were fiction. • Quickly review with students what it means for a story to be fiction. • Remind students the opposite of fiction is nonfiction. Ask students how nonfiction is different from fiction. (Nonfiction tells about something that really happened. It is not a made-up or imaginary story.) • Tell students in the next few lessons they will learn to write a personal narrative. • Explain a narrative is a story and personal means the story is about something that happened to you, personally. • Explain a personal narrative is a kind of nonfiction writing. A personal narrative describes something that really happened to the author. • Have students turn to Worksheet 21.2. • Have students look at the personal narrative, “The Big Storm.” Explain this is a personal narrative written by a child not much older than they. • Read the narrative aloud while students follow along. • The purpose of reading “The Big Storm” (and then using it with the planning worksheet) is to provide students with an example of a personal narrative. • Explain a personal narrative is different from a fictional story in that it is not a made-up story, but it contains many of the same elements as a fictional story. It has a title; it has a setting—the event described took place in a particular place and at a certain time; it has characters who do things (one of whom is the author, or narrator, who is sharing the experience); and it has a plot, with a beginning, middle, and end. • Display a copy of the 5 “W” chart (on the next page) and ask students to turn to the last page of their Workbook. Explain that good stories answer these 5 “W” questions: Who? What? When? Where? Why? • Take a few moments to explain what each of the 5 “W” questions ask. • Who? This question asks about the characters in the story. • What? This question asks about the plot of the story: the beginning, middle, and end.
148 Unit 3 | Lesson 21 © 2013 Core Knowledge Foundation
• When? This question further refines the setting by asking about the time of the story, e.g., early morning, winter, last year, etc. • Where? This question asks about the setting of the story. • Why? This question refines the plot of the story: Why did the main character do whatever it was that he/she did? • Tell students these are good questions to ask themselves as they are thinking about writing either a personal narrative or other story. • Display Worksheet 21.4. Remind students this is the same worksheet they used when discussing fiction and planning fictional stories. Explain they are going to use it to learn about the elements of a personal narrative by using this template to analyze the personal narrative, “The Big Storm.” • Work with students to fill in the blanks on Worksheet 21.4 so they have a summary of “The Big Storm.” • When discussing characters, be sure to point out one of the main characters in a personal narrative is always the narrator. Explain the narrator is the person who tells the story. The narrator is the “I” character in the personal narrative. Note: In this narrative, we do not know the narrator’s name, or even whether the narrator is a boy or a girl. • When you have completed the planning, go back with students to see if you have elements that answer the 5 “W” questions: Who? What? When? Where? Why? • If you have time, read, or have students read, the second personal narrative on Worksheet 21.3, “Cupcakes with Mom” and use a projection system to summarize the elements of “Cupcakes with Mom.”
Take-Home Material Family Letter; Review of /ae/ and /oe/ • Ask students to take home Worksheets 21.5 and 21.6.
Unit 3 | Lesson 21 149 © 2013 Core Knowledge Foundation
I IIIIII IIIIIIIII
II
IIIIIIIII
IIIII
IIIII
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II
III
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Why?
III
IIIII
IIIIIIII
III
II
Whe n?
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150 Unit 3 | Lesson 21 © 2013 Core Knowledge Foundation
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?
IIIIIIII
Who?
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Where?
