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Unit Plan for Kindergarten Narrative Account: September-October, 2009 Writer’s Workshop: Week 1: Tell stories. Big theme: We all have stories. Some are make-believe, some are real. Introduction: We all have stories. We tell our stories. We draw our stories and then tell the story of our picture. (Don’t worry about labeling yet). ** Start a chart. What do good writers do. What do good readers do.nh Reader’s Workshop: Week 1: Tell Stories. Big theme: Authors have stories to tell. Their stories can be real or make believe. Try to read at least one read aloud a day. Focus: Routines of the writers workshop and discuss read alouds. **Decide with grade members which touchstone to use week 3. This week read aloud a new story each day. Possible mini-lessons: Mini-lessons: Model with your own story. Make sure to model real Day 1: How do we turn and talk with a and make-believe stories. partner? Invite people to come in to tell their stories—family Day 2: What did you like about the and teachers. story? Favorite part? Write a group story. Interactive writing/sharing the Day 3: What’s reading time going to voice. look like this year? What will we spend our time doing as readers? Retelling read alouds. Interactive read alouds. Teach structure of workshop model. Interactive read aloud questioning prompts: Day 4: Practice turn and talk and o Where do you think the author came up with workshop model. Discuss real or make this idea? believe. Do you think it’s real or make o Do you think it’s real or make believe? Why? believe? Why? How can you tell? How can you tell? Day 5: How do reader’s hold a book o How does the author show how the character is feeling? (Look at illustrations, and turn the pages? Discuss: Who’s in words) this story? Where does it take place? o Connect to the text: Does it make you think of Who’s Who’s in the Where Real or a time that you felt that way? the story? is it? make o Turn and talk: Tell your partner about a time author? (Characters) (Setting) believe? that your were feeling _______. Work time: Think about what you might want to draw today. Go draw your story. Kids should draw a new story every day this week. Share/Discuss: o Share with a partner. Tell your talking partner the story of your picture. o Whole group share—2 or 3 kids share a day (doesn’t have to be all in one sitting). Encourage talk: After listening to the child’s story, encourage talk around the story. Start Work time: Kids go to their seats and choose a book to talk about. Teachers do an informal assessment of reading readiness skills. Readers think about and talk about what’s happening in their book. Readers talk about whether the book by modeling what you noticed: “I noticed your story has… (setting, beginning, middle, end)”. Start an attribute chart using the kids’ ideas and the kids’ stories. Keep a chart (record) or the kids’ stories each time someone shares. Make sure to hear from every kid at least one time during the week. Who’s the Who’s in the author? story? (Characters) Jose’s Where is it? (Setting) Park in the summer ithey are looking at is about real things or make-believe things. Readers use the pictures to tell the story. Real or make believe? Teach these conversation starters/question frames: o Who’s in the story? o Where is it? o How does the character feel? o Kids should start asking other kids these questions (it shouldn’t always be the teacher). After a couple of days kids should be asking ALL the question. Week 2: Telling stories and adding details. Big theme: We all have stories. We tell our stories. We draw our stories and then tell the story of our picture. We revisit our stories and add details. Possible mini-lessons: Stories have lots of events (things that happen). Let’s count how many things happen in this story. We can retell events in order across our fingers. (Who, where, what, what, what). Show how to think of more details. “When I was looking at my picture I realized there were some things I forgot to tell about…” Ask: Does anyone have a question about my story? If not, model questioning your own story—i.e. Where did this happen? How did the character feel Week 2: Telling stories and adding details. Big theme: Authors have stories to tell. Their stories can be real or make believe. **Note: This week read aloud a new story each day. Possible Mini-lessons: We look at the cover of a book and talk when this happened? What were some of the main events in my story? Model how to add speech bubbles (even if kids can’t write the words, they can orally explain what the characters are saying; they can try to write words—who knows what you’ll see!) Model with your own story. Make sure to model real and make-believe stories. Invite people to come in to tell their stories—family and teachers. Write a group story. Interactive writing/sharing the voice. Demo writing aloud. You write the story as you think of the ideas. Retelling read alouds. Interactive read alouds. Interactive read aloud questioning prompts: o Where do you think the author came up with this idea? o Do you think it’s real or make believe? Why? How can you tell? o How does the author show how the character is feeling? (Look at illustrations, words) o Connect to the text: Does it make you think of a time that you felt that way? o Turn and talk: Tell your partner about a time that your were feeling _______. o Find or make student created books (from last year’s K class). Read these aloud to expose kids to what they could possibly do. Work time: Think about what you might want to draw today. Go draw your story. Kids should draw a new story on day 1 this week. On day 2 they should revisit their drawings/stories to add more detail. Day 3 start a new story. Day 4 revise. Share/Discuss: o Share with a partner. Tell your talking partner the story of your picture. o Whole group share—2 or 3 kids share a day (doesn’t have to be all in one sitting). Teach accountable talk around the story. about what we think will happen. We can retell events in order across our fingers. (Who, where, what, what, what). Continue with questioning whether the story is real or make believe. Stories happen in different places, the places change during the story. What do we know about the setting? Model “I wonder…” questions. o I wonder why… o I wonder how… o I wonder what… Keep a chart (record) or the kids’ stories each time someone shares. Make sure to hear from every kid at least one time during the week. Week 3: Telling stories and organizing ideas sequentially. Big Idea: Things happen in stories. Things happen over many pages. ** Word wall words that should be up: Kids names, month, days of the week, names of family members, common feeling words. Possible Mini-lessons: Model a story and use a blank booklet (staple together several pages). Connect to picture books— notice that authors tell their story over many pages. * Teachers you may need to differentiate this based on developmental levels, i.e. kids drawing tadpole people may benefit from continuing with one page stories. Work Time: Kids can write on one page or eight—it’s up to them! Art Connection: Kids make puppets in art (their own characters). Homework: 1.Tell stories with your puppets. 2. Read the poem of the week at home. Week 3: Telling stories and organizing ideas sequentially. Big Idea: Things happen in stories. Things happen over many pages. **Note: Start using a touchstone this week. **This week you should start to introduce three new vocabulary words from the touchstones. Possible Mini-lessons: Readers retell stories using props or puppets. Retell by acting out. Retell using a (telephone) conversation. Readers practice pointing to each word (one-to-one correspondance). * Introduce oral language center routines and a few oral language centers. Oral language centers for beginning of the year: o Retelling, Sorting (objects), o listening center, o setting center (at the beach, long ago, in the park, birthday party), o poem of the week, talking about calendar pictures—“oh look I see” game- each time they name something they see they get a token; o after first month: discussing special vocab images and words, letter knowledge/games. o Book talk/book sell (why you should read this book). Possible mini-lessons for Weeks 4-7: Discuss: Does this story make you think of a time that you felt that way? What makes a good story? What did you like in this story? Where do you think the author came up with this idea? How does the author show how the character is feeling? (Look at illustrations, words) Turn and talk: Tell your partner about a time that your were feeling _______. Readers wonder what happens next. o How is ___________ (character) feeling? o How does the author or illustrator show the character is feeling that way? o Character feelings and semantic mapping: Discuss how the characters felt in the story. Incorporating semantic mapping into the discussions. For example if they say “ I felt happy”, start a discussion and chart other ways to say happy (content, etc.).