Realistic Fiction Writing

Unit Title: Realistic Fiction StoryTheme: WritingGrade: 4thOverview/Rationale: For students to show they can go through the steps of writing a realistic fiction story. Duration: 3 weeksConcept Map:

Connection to State of Michigan Benchmarks and Standards: W.GN.04.01 write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot.W.PR.04.02 apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence).

Revisions and Final Copy

(Lessons 10-11)

Drafting and Editing

(Lessons 5-9)

Pre-Writing and

brainstorming(Lessons 1-4)

Realistic Fiction Story

W.PR.04.03 draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions. W.PR.04.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).W.PR.04.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups.W.PS.04.01 exhibit personal style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions).W.HW.04.01 write neat and legible compositions.W.AT.04.01 be enthusiastic about writing and learning to write.

Unit Goals: Students will write a realistic fiction story that is made up of a bunch of scenes.

Specific learning objectives: Your unit plan should include at least 4-7 unit objectives.

Students will write about a personal experience in their writing notebooks with 100% participation

Students will write about a list of events that should happen in the world in their writing notebooks with 100% participation

Students will develop characters in a story, describing the characters in their writing notebooks with 100% participation.

Students will describe setup, conflict, action, climax, and resolution in their story by creating a story mountain with 100% Accuracy.

Students will continue to develop story and plot events on a story mountain with 100% participation and 100% accuracy. Students will write a draft of their story with 100% participation and 100% accuracy.

Students will write a draft of their story with 100% participation and 100% accuracy. Students will write a draft of their story with 100% participation and 100% accuracy.

Students will write a draft of their story with 100% participation and 100% accuracy

Students will edit a peers realistic fiction story with 100% accuracy.

Students will put together their realistic fiction story with 100% accuracy

Schedule of lessons: Your unit plan should include a schedule, organized in a grid format, showing the overall sequence of lessons.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday IntroductionPersonal experience

Stories that should exists in the world

Character Development

Story Mountain (Develop Plot)

Expand Story Mountain (Make each sentence into a scene)

Continue to Expand Story Mountain. Talk about ending of story

Write Draft on notebook paper. Talk about lead sentence

Type story in Computer Lab

Continue to Type Story in Computer lab and look for pictures to go with story Print

Edit Story With a partner

Fix errors from editing in computer lab

Put the booklet together

Lesson plans: See back of unitField Trip: N/AAssessment: Informal--- curriculum based--- subjective---performance based --- Rubrics/checklists Appendices: Materials: Writers notebook Markers Large notebook Notebook paper Computers lab Correcting pen Examples of writing Lucy Calkins book writing fiction book Glue Scissors

References:

Calkins, L., Tolan, K., Ehrenworth, M., Khan, H. A., & Mooney, J. (2010). Units of study for teaching reading, grades 3-5: a curriculum for the reading workshop. Portsmouth, NH: Heinemann.

Vollmer, Lin. Personal interview. 14 Mar. 2012.

Realistic Fiction Introduction 1

Date: 3-7-2012Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.PR.04.03 draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions. Lesson Goal: Students will come up with a personal experience to expand their writing with. Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will write about a personal experience in their writing notebooks with 100% participation Materials: Writers notebook Writing Sample Pencils Large Notebook (for teacher to write strategies down)

Prior Knowledge: They will need to have a personal experience of some sort (an understanding of what this is)Procedure: Have students sit on the carpet Ask them what realistic fiction is Decide on a definition and repeat for everyone to hear Then tell students they will be writing a RF story and to write a story it takes many

steps Give examples of Realistic Fiction stories read in class (Tales of the 4 th grade nothing ,

Nightmare Mountain) (wrong example: Tales of Desperoux) Give them two other short examples (neighbors dog, and last in sports) Have them turn to a partner and discuss if they could make a story out of these

experiences? How? Share a few of the ideas with the group The first step is to find a personal experience you want to write about Give them an example of an author who used a personal example to write a story

(Charlotte’s Web) Write strategy down in the large notebook (A story someone can relate to.) Then have them return to their seat and write about that personal experience in their

writer’s notebook.

Assessment: Informal-----curriculum based------subjective------essay restrictedExpansion: For students who understand have the list of pushing your thinking words and have them incorporate that into the personal experience writing. For students who do not understand ask them questions about things that might of happened in their life; have you traveled anywhere? What did you do over midwinter break? What was an early childhood memory? Have them write about one of those. Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.

Realistic Fiction What Should Happen In The World 2

Date: 3-8-2012Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.AT.04.01 be enthusiastic about writing and learning to write.Lesson Goal: Students will come up with a list about what they would like to happen in the world we live in. Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will write about a list of events that should happen in the world in their writing notebooks with 100% participation Materials: Writers notebook Writing Sample Pencils

Prior Knowledge: They will need to have a personal experience written in their notebook.Also they will need to have working knowledge of the world. Procedure: Have students sit on the carpet Remind them the definition of realistic fiction Then tell students they will be writing a list of ideas of events they think should happen

in the world. Have them think about the question “How can I write a story for people like me, so we

can see ourselves in books.?” Explain what this means (I think a women should become president, a student that is

not good at sports finds one sport that s/he excels at, high school crew team, becoming a student in the middle school, being afraid of the dark, being the class clown)

It should be something that the author can relate to and what interests them Give them a wrong example so they understand it should be realistic fiction (I think

that aliens should take over the planet) Show them the sample list and mention how characters fit into the scripts Then have them return to their seat and make their own list about what they think

should happen in the world they should have at least 5 ideas.

Assessment: Informal-----curriculum based------subjective------performance based-----checklist/rubric Expansion: For students who understand have them start to think about what characters would happen in each event. For students who do not understand ask them questions about things that might of happened in their life; Do you think something new should be discovered? Do you think something that happened in the past should have been changed? Do you think that you should move to a different city. Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.

Realistic Fiction Character Development 3

Date: 3-9-2012Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.PR.04.03 draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions. Lesson Goal: Students will develop characters in their story. Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will develop characters in a story, describing the characters in their writing notebooks with 100% participation Materials: Writers notebook Writing Sample Pencils

Prior Knowledge: They will need to understand different personalities of people.

Procedure: Have students sit on the carpet Talk about how to develop a character. Who will be the Protagonist and antagonist—what do your characters want? What are

their desires? (Note: When writing this in the story don’t just come out and say this, show is by putting it into scenes.)

What physical traits do they have (dark hair, blue eyes, tall) Is their any internal or external conflicts they face (external conflict---they are Mexican

people don’t understand their culture, name, casual clothes, long hair Internal conflict-----Afraid of the Dark, artistic, caring, sad, happy (personality) )

Are there any secondary characters in their story Show them a sample they should make a table to keep track of thoughts easier. During the sample if the character sounds believable? If not what more can you add. Tell students to keep in mind, the character should sound believable Have them go to their seats and in their writers notebook they will list a character and

describe them (at least 3 characters)

Assessment: Informal-----curriculum based------subjective------performance based-----checklist/rubric Expansion: For students who understand have them start to think about who these characters will fit into the story they are creating have them develop more characters that they will need in their story. If the students do not understand then show them your example and push their thinking by asking questions. Is the protagonist a mean person, what gender, ect. Ask the students what matters to them, start there when developing a character. Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.

Realistic Fiction describe setup, conflict, action, climax, resolution 4

Date: 3-12-2012Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.PR.04.02 apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence).Lesson Goal: Students will create a story mountain. Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will describe setup, conflict, action, climax, and resolution in their story by creating a story mountain with 100% Accuracy. Materials: Writers notebook Writing Sample Pencils

Prior Knowledge: Personal experience writingWhat they think should happen in the world writingDescription of characters

Procedure: Have students sit on the carpet Tell students that once characters are developed you use their wants and struggles to

develop plot Talk about developing the story and the story mountain Every story has a setting (where the story takes place what time period introduce

characters) Conflict (what is the struggle in the story) Actions (what actions lead up to the solving the conflict) Climax (what happens right before the problem is solved) Resolution (How the struggle or problem is solved) End (wind down) Show example writing of story mountain During the showing ask the students what they could add for climax and for the end. Have them turn to a partner and share the information. Notice in the example the problem/struggle continues to get worse until the climax

(which is at the top of the mountain) Have them create their story mountain in their writers notebook

Assessment: Informal-----curriculum based------subjective------performance based-----checklist/rubric Expansion: For students who understand have the list of pushing your thinking words and have them incorporate more details into their graphing. For students who do not understand then ask them individually what their setting is then have them write it down, etc. Until they understand the concept. Also bring up Social Studies when we created the tour sites on toon-tastic and saw the story arch. Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.

Realistic Fiction Developing and Plotting Events 5

Date: 3-13-2012Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.GN.04.01 write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot.Lesson Goal: Students will develop plot and events in story and graph them. Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will continue to develop story and plot events on a story mountain with 100% participation and 100% accuracy. Materials: Writers notebook Writing Sample Pencils

Prior Knowledge: Writing about the story they are creating.

Procedure: Students will come to the carpet Tell the students there comes a when a writer needs to stop planning and write. Stories are made up of small moments are scenes; a line of dialogue or action ignites a

dramatic scene. When we are creating a scene we create drama. Take the ideas from your story mountain and expand them into scenes Talk about the end scene (it should not be an abrupt ending that leave readers feeling

as if the door was slammed shut. The ending is in the story all along it’s in the problem. It should be a wrap up of the problem. )

Point out the difference between summary and scene (page 76 Lucy Calkins, Billy Goats Gruff example)

Give them another example of a summary vs. story Show example Use one page for each section on the story mountain (you do not have to fill the whole

page) in students writers notebook Have students go back to their seats to work on this.

Assessment: Informal-----curriculum based------subjective------essay restrictedExpansion: For students who understand push their thinking by having them add more details or expand on what was written into more paragraphs. Connect the paragraphs. Then work on the Lead Sentence. If the students do not understand then show them your example and push their thinking by asking questions. . Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.

Realistic Fiction Drafting Your Story 6

Date: 3-14-2012Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.GN.04.01 write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot.Lesson Goal: To write a draft of the student’s story. Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will write a draft of their story with 100% participation and 100% accuracy. Materials: Writers notebook Writing Sample Pencils notebook paper

Prior Knowledge: Writing about the story they are creating.How to put yourself in some else’s shoes

Procedure: Students will be seated at their desks Ask the students if they have ever read a book and pretended they were the character

(or the words on the page made them think this) Tell the students that it is easier to think and become a character when reading a book

if the writers have done this beforehand Explain that today we are going to be writing the first draft of the story. In order (of the story mountain events) Write each paragraph that they have Make sure that in between each paragraph there is not huge gaps. (they connect) If they do not then put yourself in the characters shoes and write a new paragraph that

will connect the two scenes. Then pass out the notebook paper (one for each student) When they need more paper

they can come get another piece. Have them start writing their drafts

Assessment: Informal-----curriculum based------subjective------essay restrictedExpansion: For students who understand and finish their draft have them go back and reread their draft. See if they need to expand anywhere and if all the scenes make sense. If the students do not understand then show them your example and push their thinking by asking questions. . Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.

Realistic Fiction Drafting Your Story Day 2 (7)

Date: 3-15-2012Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.GN.04.01 write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot.Lesson Goal: To write a draft of the student’s story. Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will write a draft of their story with 100% participation and 100% accuracy. Materials: Writers notebook Writing Sample Pencils notebook paper

Prior Knowledge: Writing about the story they are creating.How to put yourself in some else’s shoes

Procedure: Students will be seated at their desks Talk about lead sentences. They can be Action lead, Question lead, Dialogue lead, Letter Lead (example

Nightmare Mountain), etc. Show them different examples form books read in class These leads draw a reader into the story and should make them want to read on. Leads also hint what will come later in the story Show some examples of Leads from you story Ask the students to turn to a partner and discuss how they are able create a lead (with

teachers story) Give students new notebook paper to write their leads on. Leads can change your introduction to the story Have students continue working on their drafts and lead sentences

Assessment: Informal-----curriculum based------subjective------essay restrictedExpansion: For students who understand and finish their draft have them go back and reread their draft. See if they need to expand anywhere and if all the scenes make sense. See if the Lead is what they want it to be. If they finish with all this have them go to the computer lab and start typing up their draft. If the students do not understand then show them your example and push their thinking by asking questions. . Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.

Realistic Fiction Drafting Day 3 (8)

Date: 3-16-2012Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.PR.04.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).Lesson Goal: Students will type their realistic fiction story. Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will write a draft of their story with 100% participation and 100% accuracy. Materials: Writing Sample Pencils notebook paper

Prior Knowledge: Writing about the story they are creating.

Procedure: When the students are at their desks tell them that today we will be going to the

computer lab to type up our stories. (If students are not done drafting then they will have a little time before this to finish (another point in the day)

Students will gather their drafts on notebook paper and head to the computer lab When in the computer lab have them open pages, make sure the font is 12, the spacing

is 1.5, and the style is readable. Have them start typing their drafts When they get a few words on the page save the draft under their file (name it the title

of the story (NOT realistic fiction)) Then continue typing story Save periodically

Assessment: Informal-----observationalExpansion: For students who understand and finish have them use spell check and revise then print. Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.

Realistic Fiction Typing Story (9)

Date: 3-19-2012 and 3-20-2012Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.PR.04.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).W.PR.04.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups.Lesson Goal: Students will continue typing their realistic fiction stories and find pictures to go with them. Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will write a draft of their story with 100% participation and 100% accuracy. Materials: Writing Sample Pencils notebook paper

Prior Knowledge: Writing about the story they are creating.Saved copy of their draft on the computer

Procedure: When the students are at their desks tell them that today we will be going to the

computer lab to continue typing up our stories. Explain to students that if they finish typing their story, they are going to start looking

or illustrating pictures to go with their story. Then Students will gather their drafts on notebook paper and head to the computer lab When in the computer lab have them open the draft they have started typing, Remind them the font is 12, the spacing is 1.5, and the style is readable. Have them continue typing their drafts Save periodically (On the 20th make sure they finish typing and print)

Assessment: Informal-----observationalExpansion: For students who understand and finish have them use spell check and revise then print. Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.

Realistic Editing With a Partner (10)

Date: 3-21-2012 Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.PR.04.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups.Lesson Goal: Students will edit a peer’s realistic fiction story.Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will edit a peers realistic fiction story with 100% accuracy. Materials: Writing Sample (typed story) Correcting pen

Prior Knowledge: Typed draft of storyHow to edit a story

Procedure: Remind students how to edit a story Tell them to circle miss spelled words, two lines under letters that need to be

capitalized, look for punctuation errors. Also tell the author if a section in the story did not make sense to you (the editor) Teacher pass out typed realistic fiction stories to students Make sure a student does NOT get their own story Have students get out a correcting pen Have them edit the story they received When they are finished editing then give the story back to the authors Then send them to the computer room to correct errors and re-print

Assessment: Informal-----observationalExpansion: For students who understand and finish have them help others who are struggling with editing. If students do not understand explain again with editing examples. If someone is done then have them partner with that person to help with editing. Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.

Realistic Fiction Creating the Book (11)

Date: 3-22-2012 Subject: WritingGrade Level: 4th gradeIntended of Duration Lesson: 40 minState of Michigan Standards/Benchmarks: W.GN.04.01 write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot.Lesson Goal: Students will put together the book of their realistic fiction story. Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included:

Students will put together their realistic fiction story with 100% accuracy. Materials:

Glue Typed story Scissors 26 bound booklets with 12 pages each Pictures and illustrations for story

Prior Knowledge: Typed final draft of story

Procedure: Have students get out their pictures and typed realistic fiction story Explain how to create the book Cut out their scenes and paste in order in booklet Also cut and paste pictures next the appropriate words Tell students to not forget the cover page (very front); they put the title of their story

and author on it. Along with a picture Show them an example Pass out the bound booklets and have students get to work Students should finish creating story today. When students are done (a head of time the teacher picked out examples of really good

stories.) Have students come up and share their story with the class.

Assessment: Informal----- curriculum based—subjective---performance based----- rubric/checklist Expansion: For students who understand and finish have them switch with another person who has finished and share their stories with each other. For student who do not understand then have them cut out their story. Then have them read the story, putting the different scenes in order. Then match the pictures up with the words. When they are done then the student can start gluing. Reflection: Provide yourself space on each lesson plan to reflect on your teaching; what worked/what didn’t, the students’ learning, the strengths/weaknesses of the lesson design, and any questions you have. You should reflect on each lesson you implement.