All the Places to Love
Patricia MacLachlan
Ideas
Lesson Focus: Using ideas to assist in writing stories
Focus Grade Level: First Grade
Time Frame: One Day
Focus Text/Author: All the Places to Love / Patricia MacLachlan
Supporting Texts:
· A Chair for My Mother: Vera B. Williams
· Aunt Flossie’s Hat: Elizabeth Fitzgerald
Other Materials:
· Chart paper
· Makers
· Student papers
· Graphic organizer (web)
Ohio Academic Content Standards Lesson Focus:
Standard: Writing Processes
K-2 Benchmark:
A. Generate ideas for written compositions.
B. Develop audience and purpose for self-selected and assigned writing tasks.
1st Grade Level Indicators:
1. Generate writing ideas through discussions with others.
2. Develop a main idea for writing.
3. Determine purpose and audience.
4. Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams)
to plan writing.
Book Summary:
A little boy narrates all the special places on his family's farm. Eli knows that wherever the rest of his life leads him, all the places he loves are here on his family’s farm.
About the Author:
Patricia MacLachlan is an author of several picture books and Novels. She lives in western Massachusetts. Patricia MacLachlan is a bestselling U.S. children's author, best known for winning the 1986 Newbery Medal for her book Sarah, Plain and Tall. Before the Lesson:
Please make sure this is a familiar text to the students. Patricia is to be used as a mentor to the students. Her writing should be a model for their future ideas in their own writing.
Things to Remember:
The students should be familiar with graphic organizers before this lesson. In this lesson, they will be utilizing a web to think of different ideas for stories. These ideas will help them create different stories or stories with many ideas about a topic. Graphic organizers are possible to use with first grade but it takes much practice and guidance. This is a strategy that should be used as students gain independence with tasks during the school year.
Lesson Steps:
1. First, read the story to the class.
2. Discuss Patricia’s ideas of special places for the boy.
a. What were some of the special places on the farm that Patricia made Eli remember in her story?
b. Do you have any special places you remember?
c. How can you use those places in your stories like Patricia did?
3. Create a chart of special places in the students’ lives. Then narrow the chart down to one of the ideas using a web as an organizer. (You can make this specific to special places in your home, farm, city, etc.) Label the middle circle “special places at home”. Encourage students to think about the places in their homes that fun things have happened that they remember (i.e. living room-Christmas morning, kitchen-making breakfast with mom, backyard-playing hide and go seek).
4. If students need guidance, have the students use their own web and fill it in as ideas are discussed and written on the teacher’s model.
5. If students are more independent, have the students go back to their seats and create their own special places webs after the class discussion and teacher modeling.
6. Have the students discuss their ideas with peers. They may go and add more ideas that they received throughout these discussions.
7. Discuss several students’ ideas as a class summary. Have students make connections with their own lives with the ideas and how Patricia’s writing helped them to understand ways to think of different ideas.
Day Two
1. Have a discussion with the students of how Patricia used many ideas in her story about Eli to create very descriptive places in her story that Eli had on his farm. This can be a peer sharing discussion or a class discussion.
2. Use the model web from the previous day to demonstrate how to transfer information from the web to their story. Write the story as the class describes it using the questions below.
a. How can we use our web to make our story as descriptive as Patricia’s?
b. How can we start our story using the middle of the web?
c. What is our first idea we would like to discuss? What are some details we can give about this idea?
d. How can we transition to the next idea in their story? (Students need to have a familiar vocabulary with transitional words.)
e. Continue with each idea.
f. How can we end our story?
3. Have students review their webs to remember their ideas from the previous day.
4. Encourage students to write a story based on the ideas that they have in their webs similar to what they did as a class.
5. Use small groups and conferencing to help students transfer information from their organizer to a story format.
a. How can we start the story?
b. What is the first thing on your map that you would like to tell about?
c. What are some details?
d. Repeat
6. Have the students share their stories with a peer. Choose a story that demonstrates mastery of using ideas in their stories and post it in the classroom for a model.
7. CONTINUE with this skill using other authors or mini-lessons to encourage independence. Repetition is vital to first grade students’ understanding and application of a concept consistently.
Additional Resources:
http://www.ilovethatteachingidea.com/ideas/010317_all_the_places_to_love.htm
No comments:
Post a Comment