- K-3/Harrison/Media Skills
- 6+1 Traits of Writing – Organization
- 1.1.2 Use prior and background knowledge as context for new learning.
- 4.1.1 Read, view and listen for pleasure and personal growth.
- 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
Content Objectives (Dearborn Public Schools Department of Media Services, K-12 Information Literacy Media Curriculum, 2004):
- Students will identify fiction, recognize print reading materials and read for pleasure. (K-12 Information Skills Library Media Curriculum, page 23.)
- R.NT.[xx].02: Identify the basic form and purpose of a variety of genre including stories, nursery rhymes, poetry and songs.
- R.AT.[xx].01: Become enthusiastic about reading and learning how to read.
- L.RP.[xx].01: Listen to or view knowledgeably and discuss a variety of genre.
- W.AT.[xx].01: Be enthusiastic about writing and learning to write.
- W.PR.[xx].01: Set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.
- Bold Beginning
- Mighty Middle
- Excellent Endings
Old Henry by Joan W. Blos
If You Give a Pig a Party by Laura Numeroff
6+1 Traits of Writing: The Complete Guide for the Primary Grade by Ruth Culham
- Links to background
- Links to past learning
- Strategies incorporated
- Guided practice
- Comprehensible input
- Whole class
Integration of Processes:
- Linked to objectives
- Promotes engagement
- Linked to Writing Curriculum
- Tell students that we will be learning about one of the traits that make a really good writer today. We will be reading a story to help us, but first we have to talk about how a writer organizes their story.
- Using chart paper point out the vocabulary Bold Beginning, Mighty Middle, and Excellent Ending.
- Discuss with students what each of these might sound like.
- Hold the book and have students identify the title. Discuss that this is how an author organizes their writing by beginning with a title.
- Have students make predictions about what they think this story will be about.
- Tell them to pay attention to how the author begins and ends the story.
Instruction/Check for Understanding:
- Read Old Henry to students.
- As you read stop and explain each part of the organization of the story. Record students’ responses on the chart paper. Identify what makes the story have a Bold Beginning, Mighty Middle, and Excellent Ending.
- With second and third grade students this could be extended by having them fill in a graphic organizer focusing on organization as you fill in your chart.
- Ask students if they were the author would they change how the story was organized.
- Discuss if they would allow Henry to return to the town. Make sure they explain their reasoning.
- Discuss how the letter at the end of the story is organized. Compare the letter’s organization to the story’s organization. Tell students that how something is organized depends what the author is writing.
If there’s time:
- Sing the Organization Song with Kindergarten, first, and second grade students found on page 118 of the 6+1 Traits of Writing: The Complete Guide for the Primary Grades. Have the words on chart paper for students to read and discuss.
- Have third grade students play a game called Back Atcha. For this game the teacher will start a story and have students continue it. This will help them develop sequence and flow to their writing. The description can be found on page 124 of the 6+1 Traits of Writing: The Complete Guide for the Primary Grades.
- Read If You Give a Pig a Party by Laura Numeroff and discuss the organization of this text.
Ways to Extend the Lesson:
- Have students respond to Henry’s letter and tell whether or not he should be allowed to come back to the town.
- Have students write their own friendly letters.
- Have students write a to-do list for Henry when he returns to his house to help him fix it up.
This lesson was written by Kelly Hincks, who worked with Connie Harrison as a Library Media practicum student.