1. art and entertainment
2. books and literature

Introduction
• Narrative Writing – Personal Experience, Imaginative Fiction
• Expository/Informational Texts • Response to Texts
• Opinion and Persuasive Writing • Letter Writing • Poetry • Research
As standards change and the expectations for students to write more, in a variety of genres, at younger ages becomes
the norm, teachers have to ask, “Is it possible to expand the scope and breadth of what we’re teaching and expect the
same level of mastery from students across the board?” It is an important question. Narrative writing, expository or
informational writing, responses to texts, both literary and informational, opinion/persuasive pieces, writing informed by
research, the friendly letter, poetry…can we expect youngsters to do it all well, all at once?
Without a doubt, developmentally, students cannot “do it all” at once. As educators we need to look at the “big picture” –
scaffolding instruction in such a way that children learn foundational skills that are developmentally appropriate and build
on these with consistent instruction and basic assured experiences over time.
We can no longer focus on a single genre over the course of a “unit of study”, leave it behind, and move to the next.
Instead, objectives for each genre must be pulled, in strands, throughout the entire school year. These strands need to
include numerous powerful exemplars of each genre for analysis and discussion, deconstructing these to build awareness
of the salient features that make it effective. A focus on purpose and audience must become a part of every reading and
writing experience. Lessons that build foundational critical thinking skills that prepare students for specific writing tasks
before putting pencil to paper will be a necessity.
How do the Essential Guides to Writing accomplish these sweeping goals?
Instruction is designed month by month around a theme. The theme is addressed via integrated reading and writing
experiences in all genres. The specific skills needed for an exemplary piece in each genre are scaffolded across the school
year, building one on the other over time.
(continued )
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
1
Introduction
Each month you will find:
• Comprehensive teacher background necessary to teach every genre in an informed, confident way
• Detailed lesson plans with clear objectives, plus a handy “Lesson at a Glance” overview
• Powerful exemplars of each genre for analysis an d discussion
• Foundational lessons that build necessary pre-writing skills
• Tips on building the reading-writing connection
• Actual student writing samples
• Literature Connections and bibliography for background building
• Designated portfolio pieces indicated by icon
Methodology
The proven, research-based methodology for writing activities (as opposed to awareness building activities)
is as follows:
1) I NTRODUCE the concept or skill through the use of published examples. In narrative writing these
exemplars are taken from middle grade and/or young adult novels, depending on the maturity of the
students. In expository or persuasive writing the pieces are taken from published examples, often magazine or
newspaper articles. Empowering Writers also provides numerous examples for your use.
2) M
ODEL the technique for the class, “thinking out loud” the thoughts and questions of an author. Specific
questioning techniques as well as sample passages and exemplars are provided within the teacher preparation
pages to assist you in this critical step. Students will not demonstrate the skills presented by simply reading,
discussing, and analyzing literature. Modeling is the necessary bridge between recognizing the techniques
and applying them. Each skill is presented discretely, modeled by the teacher who asks productive questions,
translates student responses (in language, expression, or gesture) into powerful, fluent writing.
3) N
umerous GUIDED PRACTICE opportunities for students are provided as reproducible student pages. After the
teacher has introduced and modeled a particular skill highlighted on the student page the class is encouraged
to try the same writing task independently. They benefit through the teacher’s effective use of vocabulary and
specific techniques applied. The teacher circulates, offering suggestions, sharing powerful examples, and assisting
where necessary.
4) After numerous MODELING and GUIDED PRACTICE opportunities the students’ APPLICATION
of these skills will emerge in their writing in meaningful ways.
2
(continued )
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
Introduction
Additionally, our Comprehensive Guides to Narrative, Expository and Persuasive Writing will further enhance
the opportunities for differentiating instruction.
We highly recommend attending an Empowering Writers workshop to further inform your instruction, and to go to
our Youtube Channel (www.youtube.com/empoweringwriters) to view successful modeling and guided practice
in the classroom.
Planning and Pacing
For ease of use, simply start at the beginning and work your way through the book. You’ll notice that each theme is
designed to be a month long, providing time for thorough exploration and integrated work in all genre areas. Writing
will need to be taught at least three times a week. Foundational lessons that introduce the concepts and critical thinking
students need to inform their writing, will be generally 15 - 20 minutes in length. Lessons that apply these foundational
understandings to writing will take longer - 30 - 50 minutes to allow for modeling and guided practice. In order to cover
the range of grade level objectives it is important to teach all of the lessons presented. There are enough thematic
chapters for the entire school year.
Here are some ways to adapt the pacing for the needs
of your particular class:
• For students with little prior experience, break the 30 – 45 minute focus lessons into two or three shorter installments
of 10 to 15 minutes each. The “Making it Your Own”* section pp. 6-11 allows you to create additional relevant
lessons. We also recommend referring to our respective Comprehensive Narrative and Expository Writing
Guides for the widest range of lessons to meet your differentiation needs.
• If you begin the approach later in the school year, you’ll still want to start at the beginning and proceed in order –
this to facilitate proper scaffolding. In the case of seasonal thematic units, adapt to the season at hand or use the
Making it Your Own option, described on pp. 6-11. Later in the school year you may be able to move more quickly
through the units, as your students will be a bit more mature.
(continued )
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
3
Introduction
Making It Your Own
On pages 6-11 you’ll find a series of lesson ideas that are generic in nature, allowing you to follow a given lesson plan,
while dropping in your own thematic material. In this way, you can use the lesson provided as a prototype and apply
selected writing activities to your own language arts themes and content area information. For example, if your class is
studying the rain forest in science, and the designated lesson includes a story critical setting such as “the countryside,”
simply substitute “rain forest” and follow the same lesson procedure. This is an excellent way to write across the
curriculum and to reinforce content area knowledge.
4
(continued )
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
Introduction
Suggestions for Successful Implementation
P Review the Methodology, p. 2 and follow it faithfully.
P B
e sure to schedule writing time throughout your week,
every week, consistently.
P R
eview the elements of successful modeling —
to see video segments of effective modeling go to
YouTube.com/EmpoweringWriters and/or our website.
P When in doubt, model more.
P Work with a colleague — team teach, collaborate, reflect.
P T
ake advantage of the range of resources on our website:
www.empoweringwriters.com.
5
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
Making It Your Own
Clearly, with the range of thematic material covered in language arts and across the curriculum, teachers may feel that a
greater cohesiveness and cross-curricular approach would be helpful, not only in terms of expanding a theme and related
content information, but as a means of streamlining instruction by integrating these themes throughout the school day,
and particularly as a way of writing to learn.
All of the writing lessons that involve MODELING and GUIDED PRACTICE can easily be adapted to whatever
thematic material the teacher chooses. Here are some suggestions for making these student writing experiences
your own:
1) I n narrative writing — simply substitute a different character, setting, or object for the one provided in the lesson,
and proceed similarly, fine-tuning the productive questions to better suit the new theme.
Example: If the elaborative detail lesson provided involves describing
the story-critical character — scarecrow, but you’re reading about a story
about an old grandmother, simply use grandmother as the story critical
character, thus drawing further connections between reading and writing.
Or, to draw upon students’ own experiences, you might have used their
own grandmother as the story critical character they’ll describe. The
lesson procedure and methodology remain the same.
The same process can be applied to all skills — substituting a story critical setting or object, a suspenseful revelation, a
summary statement capturing the essence of a main event.
2) In expository writing — substitute a topic and related main ideas.
Example: You’re practicing crafting powerful introduction paragraphs.
The example provided might be about dogs. The prewriting plan looks
like this:
TOPIC: Dogs
Main Idea #1: Different Breeds
Main Idea #2: Good Companions
6
(continued )
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
Making It Your Own
Students are asked to use this prewriting summary to craft an
introduction. But, if you’re studying landforms in science/geography,
simply provide an alternative prewriting plan such as this:
TOPIC: South West Landforms
Main Idea #1: Mountains
Main Idea #2: Mesas
Main Idea #3: Canyons
Proceed with the lesson as directed. This substitution process can work
for any topic and any expository writing skill.
3) In opinion, persuasive, or argumentative writing, simply substitute the issue, experience, or situation about which
the author is to write.
Example: Students are asked their opinion about whether it is more fun to
have a cat or a dog. You’re studying habitats and have discussed deserts and
rainforests. Alter the writing assignment accordingly: Where would you prefer to
visit – the desert or the rainforest? Sentence starters might need to be “tweaked”
to better assist students with this new topic, but otherwise the lesson proceeds as
noted.
In addition, the respective Comprehensive Narrative, Expository, and Persuasive Writing Guides offer an abundance
of valuable material that can be referenced to further enhance and expand instruction.
Teachers are strongly encouraged to adapt the writing lessons in this resource in this way. Not only does this make the
writing more relevant, and maximize instructional time, but, it encourages teachers to examine the lesson design more
closely, thus informing instructional rationale and teacher practice. In short, taking the lesson material and reshaping
it for the particular needs of the class empowers the teacher to become masterful at recognizing and seizing
teachable moments and writing opportunities with confidence.
(continued )
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
7
Making It Your Own
Additional Suggestions for Making it Your Own
• Identifying Author’s Purpose
With every reading experience, identify the genre, author’s purpose, corresponding graphic organizer, and summarizing
framework. Narrative – diamond: to entertain, Expository – pillar: to inform.
• Identifying a Topic
Read a collection of facts, or a simple expository paragraph about a current science or social studies theme and have
the class identify the topic. You can also read a narrative selection and ask students to name expository topics they
could research that would enhance their understanding of the narrative story.
• Diagramming, Labeling
Select a story critical character, setting, or object from a narrative piece and research it, gathering as much factual
information about it as possible.
Then, using books, articles, websites for reference, have students draw a clear illustration (line drawings are best
to start with) and carefully label the parts, providing visual information.
Example: If you’ve read a narrative story about someone in a hot air
balloon (Liza Ketchum’s Newsgirl) research hot air balloons, (story critical
object), draw one and label all important parts.
• Pick, List, and Choose
Select a story critical character, setting, or object from a narrative story to use as your TOPIC. Chart this topic and
engage students in a PICK, LIST, and CHOOSE session. (see Chaprter 3 of Step-by Step Strategies for Teaching
Expository Writing for PICK, LIST, CHOOSE) List everything they know about the topic, then guide them in breaking it
into a collection of broad yet distinct main ideas. Chart this using the expository summarizing framework.
• Analysis and Annotation
After reading a narrative story, selecting a story critical element, and creating a bulleted list of facts and information
about it, the teacher uses this information to create an expository essay, complete with an attention-grabbing
introduction, at least two or three fully elaborated paragraphs in the body of the piece, each with a broad yet distinct
main idea and a variety of specific supporting details, and ending with a powerful conclusion. This is followed by guiding
questions to steer the analysis. The teacher projects it and directs the whole class in analyzing and annotating the piece
for organization and all salient features.
8
(continued )
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
Making It Your Own
• Timelines
Look at the plot of a narrative story with an eye for when things happened. Create a timeline from beginning to end,
marking it with the important action points and main event.The same thing can be created to outline historical events
or science experiments that take place over time.
• Word Referents
Select a story critical character, setting, or object from a narrative piece, and brainstorm lists of word referents the
author could have used. Example: in a story about a seaplane — imagine you were planning an expository report on
seaplanes – you might refer to it as “an Alaskan necessity” “tundra lifeline” Or, simpler, for younger students – in a Frog
and Toad story – word referents for a frog or toad: “amphibian” “hopping creature” “insect eater” See p.197 for lesson
procedure.)
• Researching, Gathering, Categorizing Facts
Select a story critical character, setting, or object from a narrative story and research it, gathering as much factual
information about it as possible. Create a bulleted list of facts, then sort by main ideas:
Example: For a story-critical character
(historical figure, celebrity, sports figure, public servant, etc.)
Possible Main Ideas:
• Early life • Adult life • Major accomplishments
• Challenges • Appearance • Family
An animal would lend itself to different main ideas:
• Size • Type of fur, feathers, scales, claws, teeth, tail, etc. • Behavior
• Prey and predators • Habitat • Life span • Endangerment
Example: For a story-critical setting
(country, state, habitat, house or other structure)
Possible Main Ideas:
• Climate, weather • Plants, trees, vegetation
• Wildlife • Population • Jobs, industry • Appearance, style
• Size • Defining features • History
(continued )
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
9
Making It Your Own
Example: For a story-critical object
(invention, artifact, machine, piece of artwork, tool, vehicle,
heirloom, article of clothing, game, food)
Possible Main Ideas:
Age • Appearance • History • Purpose • Inventor/artist • Value
List possible main ideas as children begin simple research. You may limit the main idea categories, or divide them up
between groups of students. Provide different color post-its or index cards for each main idea. Students write supporting
details on the corresponding color cards or post-its.
OR, for younger students, leave out the color-coding. Simply have them collect facts. Then, as a group, sort details into
main ideas.
• Assigning Facts to Expository Skeleton
Provide students with an introduction, a collection of broad yet distinct main idea sentences, and a conclusion.
Students drop in facts where they belong. Encourage them to elaborate on simple facts by asking, “What does it look
like? Why is it important?”
• Cut and Paste
As you research or explore an expository topic, chart facts in complete sentences. Then, using the Cut and Paste
exercises in Chaprter 2 of Step-by Step Strategies for Teaching Expository Writing as a prototype, create an introduction,
conclusion, and main idea sentences. Do a whole-class cut and paste, assigning the charted facts where they best
belong relative to each main idea.
• Opinion About a Book
Instead of a typical book report, have students write an opinion piece about the book, backed up by “reasons”
and evidence. Introduce the following sentence starters together with qualifier such as because, since, or
for the reason that…
10
• The part I enjoyed most was when .
• It reminded me of the time when .
• The most exciting scene was .
• The funniest part was when .
(continued )
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
Making It Your Own
• Templates for Description
1) Narrative
I stared (at/into/around) the .
story critical character, setting, object
Apply the appropriate detail generating questions below.
QUESTIONS ABOUT A STORY CRITICAL CHARACTER -
• How tall/big was this character? • What color hair/eyes? • How old was the character? • What kind of
eyes/nose/mouth/ears did he/she have? • What kind/color of hair did he/she have? (long, short, curly,
straight, etc.) • What kind of marks, scars, or distinguishing characteristics did he/she have? • What was
he/she wearing? • What kind of expression was on his/her face? •How did this character make you feel? •
Who or what did this character remind you of?
QUESTIONS ABOUT A STORY CRITICAL SETTING • What was temperature/weather like? • What kinds of trees/plants grew there? • How did the air feel?
• What kinds of animals were there? • What kinds of buildings were there? • What kind of objects were
around? • What kinds of sounds did you hear? • How did you fell about being there? • What did you
smell?
QUESTIONS TO ASK ABOUT A STORY CRITICAL OBJECT •What color was it? • What did it feel like? • What was its shape? • What size was it? • How old was it?
•What was it made of? • What did it smell like? • What kind of sound did it make? • How heavy was it?
• Who did it belong to ? • Where did it come from? • What did it remind you of?
2) Expository
Take a statement of fact and apply detail generating questions.
Example: Tigers have spots.
What does it look like? Why is it important?
3) Provide a general statement and ask students to revise it using specifics:
Example: Birds have feathers.
11
The Essential Guide to Grade 2 Writing | ©2012 Empowering Writers
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Grade 2
Unit Contents by Month
Month 1 – School Days
Overview
Literature Connection
Teacher Background
Lesson 1 and 2 Reading All About School Days
Lesson 3 Expository and Narrative Book Covers and Summaries
Lesson 4 Opinion Writing – My Favorite Part of the School Day
Lesson 5 Subject/Predicate - Sentences About School
Lesson 6 Sorting Details - Jack’s Backpack Problem
Lesson 7 Predicting Genre – The Classroom Library
Narrative Writing Baseline Assessment
Teacher Feedback-at-a-Glance Form
Month 2 – Autumn
Overview
Literature Connection
Lesson 1 All About Autumn – Expository Analysis
Lesson 2 The Nutty Squirrel – Narrative Analysis
Lesson 3 Information About Autumn (expository)
Lesson 4 What Do You Think About Autumn? - What is your opinion? (opinion)
Lesson 5 Autumn Sorting (expository)
Lesson 6 Subject/Predicate – Sentences About Halloween (grammar)
Lesson 7 Story Critical Characters, Settings, Objects (narrative)
Lesson 8 General or Specific? (narrative)
Lesson 9 Creating an Elaborative Segment to Describe a Story Critical Character (narrative)
Lesson
10USAutumn
Facts
Opinions (opinion)
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AT:and
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Lesson
11 Autumn Story (opinion) 113 LaFoy Drive,
731 Main Street, Unit #1-B3,
Monroe,
CT 06468
Clayton, NC 27529
Lesson
12 Elaborative
Detail….Jack-o-Lantern
(narrative)
Phone - 203-452-8301
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Phone - 919-333-6799
Fax - 919-585-2434
3 Winfield Court
Medford, NJ 08055
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Odessa, TX 79761
Phone - 432-978-2735
Fax - 432-362-2422
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 3 – Forest Animals
Overview
Literature Connection
Lesson 1 Name the Forest Creatures - Specific Detail/Elaboration (narrative)
Lesson 2 Sorting Details into Main Idea Categories (expository)
Lesson 3 Expository Analysis and Annotation – Skunks (expository)
Lesson 4 Moving Through the Forest – Vocabulary Building (narrative)
Lesson 5 Starting Off on the Right Foot (narrative story beginnings)
Lesson 6 Revising Story Beginnings (narrative)
Lesson 7 Subject/Predicate - Sentences About Forest Creatures (grammar)
Lesson 8 Elaborative Detail – Big Bad Wolf (narrative)
Lesson 9 Menu for Extended Endings (narrative)
Lesson 10 Extend this Ending (narrative)
Lesson 11 What Feelings Look Like and Showing or Telling (narrative)
Lesson 12 Narrative or Expository? Analysis
Lesson 13 Forest Creature Report - Sentence Variety (expository)
Month 4 – Gifts and Gift Givers
Overview
Literature Connection
Lesson 1 A Special Gift (narrative)
Lesson 2 Reader’s Response – A Special Gift
Lesson 3 Expository Analysis and Annotation – Many Kinds of Gifts
Lesson 4 Sorting Details – Gift Wrapping (expository)
Lesson 5 Subject/Predicate – You be the Teacher (grammar)
Lesson 6 Word Referents (narrative)
Lesson 7 Find the Suspense (narrative)
Lesson 8 Red Flag Words and Phrases (narrative)
Lesson 9 The Magic of Three (narrative)
Lesson 10 Building Suspense (narrative)
Lessons 11 Persuasive Letter – Gift List (persuasive)
Lesson 12 Winter Haiku – Experimenting with Poetry (poetry)
Lesson 13 Lift the Flap – Suspense and Elaborative Detail (narrative)
CALL US TOLL FREE AT: 1-866-285-3516 - WEB - www.empoweringwriters.com
731 Main Street, Unit #1-B3,
Monroe, CT 06468
Phone - 203-452-8301
Fax - 203-452-8365
113 LaFoy Drive,
Clayton, NC 27529
Phone - 919-333-6799
Fax - 919-585-2434
3 Winfield Court
Medford, NJ 08055
Phone - 609-682-4433
Fax - 609-682-4433
1424 Custer Avenue
Odessa, TX 79761
Phone - 432-978-2735
Fax - 432-362-2422
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 5 – House and Home
Overview
Literature Connection
Lesson 1 Reading with Author’s Eyes - Expository
Lesson 2 Reading with Author’s Eyes - Narrative
Lesson 3 Forming and Writing Opinions – House for Sale!
Lesson 4 Sentence Analysis – Subject/Predicate
Lesson 5 Comparing Summaries and Fully Elaborated Main Events (narrative)
Lesson 6 Crafting a Fully Elaborated Main Event (narrative)
Lesson 7 Writing an Introduction Paragraph
Lesson 8 Writing a Conclusion Paragraph
Lesson 9 Writing an Expository Essay - Information About My House
Narrative Writing Assessment
Teacher Feedback at a Glance
Month 6 – Weather
Overview
Literature Connection
Lesson 1 Researching Weather (informational)
Lesson 2 Which Paragraphs are Stronger? – Reading and Writing About Weather
Lesson 3 Responding to Text (narrative)
Lesson 4 Process Writing – Creating an Entire Narrative Story (over seven or eight days)
Month 7 – Communities
Overview
Literature Connection
Lesson 1 Expository Analysis - Communities
Lesson 2 Describing Your Favorite Place in Town – Elaborative Detail (narrative)
Lesson 3 Good…and Better! (expository)
Lesson 4 What Does it Look Like? Why is it Important? (expository)
Lesson 5 Your Turn – What Does She/He Look Like? Why is their Job Important? (expository)
Lesson 6 Sentence or Not a Sentence? (grammar)
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TOLL
- WEB - www.empoweringwriters.com
Lesson
7 US
Come
onFREE
OverAT:to1-866-285-3516
Tomsville (expository,
persuasive)
Lesson
Postcard
from
Your Town113
or City
– Drive,
The Friendly Letter 3 Winfield Court
731 8
Main
Street, Unit
#1-B3,
LaFoy
Monroe,
CT 06468– Describe without
Clayton,
NC 27529
Medford, NJ 08055
Lesson
9 Suspense
naming!
(narrative)
Phone - 203-452-8301
Phone - 919-333-6799
Phone - 609-682-4433
Lesson 10 Acrostic Poem
Fax - 203-452-8365
Fax - 919-585-2434
Fax - 609-682-4433
1424 Custer Avenue
Odessa, TX 79761
Phone - 432-978-2735
Fax - 432-362-2422
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 8 – Eggs and Egg Layers
Overview
Literature Connection
Lesson 1 Egg Laying Creatures (expository analysis)
Lesson 2 and 3 Applying Prior Knowledge: What Hatches from Eggs? (expository)
Lesson 4 Egg Layers – What do they Look Like? (expository)
Lessons 5 and 6 Narrative Analysis and Reader’s Response – Egg Story
Lesson 7 Narrative Processed Piece – An Egg Tale
Month 9 – Outdoor Fun
Overview
Literature Connection
Lesson 1 Expository Analysis: Outdoor Fun
Lesson 2 Narrative Analysis: Grandma’s Gift
Lesson 3 You Be the Editor - Which Paragraph is Stronger?
Lesson 4 How-to Guide to Outdoor Fun (informational)
Lesson 5 Narrative Writing - End of Year Assessment
Lesson 6 How-to Write Well – Review of Year, Class Sharing
CALL US TOLL FREE AT: 1-866-285-3516 - WEB - www.empoweringwriters.com
731 Main Street, Unit #1-B3,
Monroe, CT 06468
Phone - 203-452-8301
Fax - 203-452-8365
113 LaFoy Drive,
Clayton, NC 27529
Phone - 919-333-6799
Fax - 919-585-2434
3 Winfield Court
Medford, NJ 08055
Phone - 609-682-4433
Fax - 609-682-4433
1424 Custer Avenue
Odessa, TX 79761
Phone - 432-978-2735
Fax - 432-362-2422
Month 7 : Communities – Contents
Overview
315
Literature Connection
316
Lesson 1
Exxpository Analysis - Communities
318
Lesson 2
Describing Your Favorite Place in Town – Elaborative Detail
(narrative)
322
Lesson 3
Good…and Better! (expository)
328
Lesson 4
What Does it Look Like? Why is it Important?
(expository)
330
Lesson 5
Your Turn – What Does She/He Look Like?
Why is their Job Important? (expository)
332
Lesson 6
Sentence or Not a Sentence? (grammar)
334
Lesson 7
Come on Over to Tomsville (expository, persuasive)
336
Lesson 8
Postcard from Your Town or City – The Friendly Letter
338
Lesson 9
Suspense – Describe without naming! (narrative)
342
Lesson 10
Acrostic Poem
347
315
The Essential Guide to Grade 2 Writing: Month 7 | ©2012 Empowering Writers
Month 7 – Communities
314
The Essential Guide to Grade 2 Writing: Month 7 | ©2012 Empowering Writers
Month 7 – Theme: Communities
Before you begin the month, be sure to read the Overview and all background
information that will inform your instruction, and the lesson plan preceding
each student activity.
OVERVIEW
Theme: Communities
Month 7 Focus:
• recognizing the salient features of expository writing: author’s purpose,
organization, main ideas, supporting details, introductions and conclusions
• identifying extraneous details in expository writing
• writing about information found on a map
• revising writing through elaboration
• using powerful elaboration to enhance narrative writing
• using powerful elaboration to enhance expository writing
• writing an expository paragraph
• recognizing the parts of a sentence
• writing a persuasive opinion statement
• constructing a friendly letter
• writing a suspenseful segment (narrative writing)
• writing a poem
REMEMBER: The lessons in this month are designed around a theme in order to build a background
base from which students can draw in order to approach writing with sufficient knowledge and experience. However, the writing lessons can be adapted to whatever themes you (or your students)
choose. See MAKING IT YOUR OWN, pp. 6-11 for tips on adapting lessons in this way.
315
The Essential Guide to Grade 2 Writing: Month 7 | ©2012 Empowering Writers
Literature Connection
The following thematic books are suggested as optional resources
to build background and inform and inspire student writing:
Communities Living in a City*
by Trumbauer, Lisa Communities (People)*
by Saunders-Smith, Gail Publisher/Capstone Press (MN)
ISBN: 978-0736850780
Publisher/Capstone Press (MN)
ISBN: 9780736849845
Desert Town
by Bonnie and Arthur Geisert Publisher/Houghton Mifflin
Mountain Town
by Bonnie and Arthur Geisert Publisher/Houghton Mifflin Prairie Town
by Bonnie and Arthur Geisert Publisher/Houghton Mifflin River Town
by Bonnie and Arthur Geisert Publisher/Houghton Mifflin
I Live in Brooklyn
by Mari Takabayashi
On the Go
by Ann Morris
Where Do I Live?
by Neil Chesanow
The Wartville Wizard
by Don Madden
Roxaboxen
by Alice McLerran It’s Not My Job
by Ted Lish
I Know Here
by Laurel Croza
C is for City
by Nikki Grimes
Madlenka
by Peter Sis
A to Z of Helping Hands
by Tracy Nelson Maurer
316
ISBN: 9780395859070
ISBN: 0395908914
ISBN: 9780618308996
Publisher/Harper Collins
ISBN: 9780688136376
Publisher/Barron’s Educational Series
ISBN: 9780812092417
Publisher/Aladdin Books
ISBN: 9780689716676
Publisher/Harper Collins
ISBN: 9780060526337
Publisher/Munchweiler Press
ISBN: 9780794000042
Publisher/Clarion Books
ISBN: 9780395985274
Publisher/Groundwood Books
ISBN: 978-0888999238
Publisher/Wordsong
ISBN: 9781590780138
Publisher/Square Fish
ISBN: 9780312659127
Officer Buckle and Gloria
by Peggy Rathmann
ISBN: 9780395953907
Publisher/Houghton Mifflin
Hot Day on Abbott Avenue
by Karen English
ISBN: 9780395953877
Publisher/Putnam Juvenile
ISBN: 9780399226168
Publisher/Rourke Publishing
ISBN: 9781589520615
*Author and Publisher credits listed at the end.
The Essential Guide to Grade 2 Writing: Month 7 | ©2012 Empowering Writers
TEACHER BACKGROUND
Communities
TEACHER BACKGROUND
REMEMBER: Every reading experience should also be a prewriting experience. Use the following
summarizing frameworks every time you read to summarize what’s been read, emphasizing
the organizational strategy that shapes the writing, and helping to identify genre and author’s
purpose. Enlarge, laminate, and post these prominently for consistent reference. Then, have
students use these same summarizing frameworks to plan their writing – reading and writing as
flip sides of the same coin!
Narrative Writing Summarizing Framework
• This story is about .
character
• The problem, adventure, or experience was that .
single significant main event
• The problem was solved, adventure/experience concluded when
.
solution/conclusion
• Story critical elements to be described:
_____________________________ ____________________________ ____________________________ character
setting
object
Expository Writing Summarizing Framework
TOPIC: .
MAIN IDEA #1: .
MAIN IDEA #2: .
MAIN IDEA #3: .
MAIN IDEA #4: .
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LESSON 1
Expository Analysis - Communities
Objective
Students continue to recognize the organizational framework upon which expository
writing is built. They recognize the following features:
• title/topic • introduction • body of piece • main idea sentences
• detail sentences • conclusion
They also identify extraneous details.
Preparation/Materials
Photocopy or project p. 319 Communities
Lesson At A Glance:
Whole Class Activity
• Read the piece aloud with
students following along.
• Annotate and discuss as
indicated.
• Point out, discuss italicized
text
• Summarize piece.
Procedure
1) E xplain that you will be reading to learn today. Ask if they know what kind of
writing is designed to help them learn information about a topic. (expository) Tell
the class that they will be reading along with you and annotating or marking all of the important parts of the piece.
2) D
istribute copies of p. 319 Communities. Read it aloud to them. Ask them to track along with their fingers as you read
together. Project a copy that you can mark for them to see. Share the PILLAR and Summarizing Framework on
p. 317 The pillar shows the shape expository pieces take, and the summarizing framework is a quick way to summarize
what the piece was all about.
3) N
ext, annotate the piece, marking in and discussing all of the salient features. Use the annotated teacher’s version,
p. 320 to inform your work. Follow this sequence:
A) Number each paragraph (point to indentation)
B) Point out the TITLE. What do they think the TOPIC is?
C) Circle and label the introduction. Explain that this is the part of the piece that tells what the writing is all about.
D) Bracket the body of the piece. {} Explain that this is the part of the piece where the author delivers information.
E) P oint out the underlined main idea sentences at the beginning of each paragraph. These tell the reader what the
entire paragraph is about. Write a blurb (word or short phrase) in the margin to the left of each paragraph to tell
what it is all about. In each paragraph in the body of the piece there is an extraneous detail that doesn’t belong
(doesn’t support the main idea). Cross these out.
F) Box the conclusion of the piece. Explain that this is the part where the author sums up what was learned.
G) Read the whole piece again, naming each section as you go. Remind them that this is an expository piece of
writing. The author’s purpose was to inform the reader.
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Expository Analysis
Name: Communities
Places where people live, work, and play together are called
communities. Communities are built in places where people can find what
they need to live well. Let’s talk about communities.
Communities are built in places where people find what they need to
live. People need food, water, and shelter. It is no surprise that towns and
cities were built near water. Places where crops can grow are places where
people will live. Water and rich soil allow people to grow food and raise
animals. Water also provides an easy way to move things and people back
and forth. You can swim in water, too. People learn to build their houses
from materials found in or near their communities.
People in communities work together. When people work together they
can help each other by sharing their special talents. Some might be good
at building. Others might be farmers or teachers. Since people sometimes
get sick, a community needs doctors and nurses. My dad is a nurse.
Communities need workers to keep them safe. People that help in this way
become police officers or firefighters. Together, all of these workers provide
for one another in many different ways.
Communities provide enjoyable places for families, neighbors, and
friends. Parks and ball fields, movie theatres, and restaurants are places
in communities where people meet to have fun. In libraries and schools
people enjoy learning together. People also enjoy the topography of their
community. If they live near the ocean, they meet at the beach. They
might hike together near the mountains. I saw the Rocky Mountains once.
Think about your community and the places where you live, work, and
play. How will you make your community a better place for everyone to live?
The Essential Guide to Grade 2 Writing: Month 7 | ©2012 Empowering Writers
319
Annotated Page
C) Circle and label the introduction.
A) Point to the indentation.
Number each
paragraph.
This is the part that tells what the
writing is all about.
introduction
B) Point to the title.
What is the topic?
Communities
Places where people live, work, and play together are called communities.
Communities are built in places where people can find what they need to live
well. Let’s talk about communities.
1
{
2
D) Bracket
the body.
The body
is where the
author delivers
information.
need to live
Communities are built in places where people find what they need to live.
People need food, water, and shelter. It is no surprise that towns and cities
were built near water. Places where crops can grow are places where people
C) Point to the will live. Water and rich soil allow people to grow food and raise animals. reWater
ir levant
main idea also provides an easy way to move things and people back and forth. You can
sentences.
These tell swim in water, too. People learn to build their houses from materials found in or
the reader near their communities.
what the
3
work together
enjoyable places
Write a
blurb
in the
margin.
4
Communities provide enjoyable places for families, neighbors, and friends.
Parks and ball fields, movie theatres, and restaurants are places in communities
where people meet to have fun. In libraries and schools people enjoy learning
together. People also enjoy the topography of their community. If they live
near the ocean, they meet at the beach. They might hike together near the
irrelevant
mountains. I saw the Rocky Mountains once.
5
Think about your community and the places where you live, work, and play.
How will you make your community a better place for everyone to live?
conclusion
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dy
People in communities work together. When people work together they
can help each other by sharing their special talents. Some might be good at
building. Others might be farmers or teachers. Since people sometimes get
irrelevant
sick, a community needs doctors and nurses. My dad is a nurse. Communities
need workers to keep them safe. People that help in this way become police
officers or firefighters. Together, all of these workers provide for one another in
many different ways.
bo
entire
paragraph
is about.
Student Page
Name: 1) Number each paragraph. {Bracket} the body of the piece.
2) Circle the title of this piece. What is the topic?________________________
3) Circle the introduction paragraph.
4) Box the conclusion paragraph.
5) Beside each main idea sentence write a blurb in the margin telling what the
entire paragraph is about.
6) In each paragraph in the body of the piece, cross out the extraneous detail
that doesn’t belong.
7) Fill in the summarizing framework, below:
Expository Writing Summarizing Framework
TOPIC: .
MAIN IDEA #1: .
MAIN IDEA #2: .
MAIN IDEA #3: .
MAIN IDEA #4: .
8) What was the author’s purpose?___________________________________ .
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LESSON 2
How does
ce
this enhan
ills?
research sk
Describing Your Favorite Place in Town
Objective
S tudents refer to a map set up on a simple grid to imagine and then describe places
in the imaginary town of “Tomsville.” They will use productive questions to generate
powerful, specific detail. An optional secondary objective is for them to use the map to
practice simple map skills – locating landmarks by naming coordinates, and using the
directional words north, south, east, west.
Preparation/Materials
Photocopy and/or project p. 324 and p. 325 Map of Tomsville, and Describing Your
Favorite Places in Town. Students will need paper on which to write their descriptions.
Procedure
1) D
efine and discuss the purpose of a map – a type of diagram of land forms
and man-made structures as they would be viewed from above. Maps provide
information about the location, size, and distance relationships between landforms
and man-made structures. Maps help people navigate on land and water and use
standard symbols represented in the map key. Distribute and/or project the Map of
Tomsville, p. 324 Point out the compass rose and directional words – N, S, E, W.
2) P oint out the grid system of letters (across the top) and numbers (down the side)
and how to use the intersection of these to name a square area of the map. Ask
them the following:
Lesson At A Glance:
Whole Class Activity
• Introduce (or review) basic
map skills
• Discuss information on map
• Discuss directions p. 325
Describing Your Favorite
Places in Town
• MODEL a description of
your favorite place
• Students do the same
during GUIDED PRACTICE
• What special buildings are found in area B3? (________________)
• Find the Tomsville Mall. Name the coordinates. (_______________)
• Find the Tomsville River. Trace its flow from the Southwestern mouth to the
Northeast. What sections of town does it flow through – name grid sections.
3) Point out and discuss the map key and symbols used to depict landforms and landmarks.
4) N
ext, distribute and/or project p. 325 Describing Your Favorite Places in Town.
Read and discuss the directions together. Give the children time to find their
favorite place in town.
322
(continued )
The Essential Guide to Grade 2 Writing: Month 7 | ©2012 Empowering Writers
LESSON 2
Describing Your Favorite Place in Town
5) S elect your favorite place in town and MODEL this with the children. Chart the following (or similar) questions.
Elicit a wide variety of responses from the students and chart them, bullet-style. Whenever possible, have students
pantomime their responses for a greater level of understanding and vivid word choice possibilities, providing
challenging vocabulary in a meaningful context.
• What kinds of buildings were there?
• What kind of work was going on there?
• What was the geography or topography like?
• What sounds did you hear?
• What kinds of plants and trees grew there?
• What might you smell?
• What were people doing there?
• What would you enjoy doing there?
• What is the temperature/weather like?
Then, selecting from the range of student responses, elaborate on this particular Tomsville location or landmark.
(See two modeled examples, below)
I sat on a bench in Tomsville Park looking out over the river. The sun felt warm on my shoulders. A
grassy slope rolled down to the riverbank. Yellow and orange daffodils grew along the brick sidewalks
where mothers pushed babies in strollers and children rode bicycles. An old man with a large slowmoving brown dog walked across the lawn toward the dogpark. I watched sailboats with crisp white sails
gracefully moving along the river. In the distance I saw a large silver bridge that spanned the river with
shiny cars and trucks rolling over it, in and out of town. I could hear the sounds of the zoo on the other
side of the park – lions roaring, and elephants bellowing. The air was filled with the smell of sweet cotton
candy from the red and white striped snack stand.
We pulled into the huge black asphalt parking lot filled with hundreds of cars. The mall sat in the
distance – a huge, sprawling structure of glass, metal, and concrete in the middle of an enormous
flat stretch of land. It sparkled in the sun. Brightly colored neon signs for every imaginable kind of
store fought to catch your eye. A car drove past us with its stereo booming. A woman pushing a large
shopping cart filled with bags and boxes moved carefully between the rows of cars. We found a parking
space beneath a row of trees planted along the edge of the lot. As we got out of the car I got a whiff of
pizza from our favorite pizza restaurant with its outdoor patio. My stomach growled as I thought about
ending our afternoon of shopping with a couple of slices of pepperoni and cheese pizza.
6) T
he next day, review the detail-generating questions and your modeled response, and move on to GUIDED PRACTICE,
during which children use the questions to generate detail specific to their chosen location. Circulate and offer
assistance, encouragement, affirmation.
MANAGEMENT TIP: Allow your writers who need more support and direction to create their illustration first. This
provides them additional time to listen to the process as others work and glean ideas and confidence. Have your more
able writers address their written descriptions first, and then move them on to their illustration as they finish.
7) When finished, display descriptions beside the map, with specific locations noted.
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Map of Tomsville
Name: Map of Tomsville
324
The Essential Guide to Grade 2 Writing: Month 7 | ©2012 Empowering Writers
Describing Your Favorite Place in Town
Name: Look at the map of Tomsville. It is divided into a grid of eight sections. As you look at the map of the
town, imagine what each section might look like in real life. Pick your favorite section of town, and
circle your favorite place in that section. Imagine walking through this place. Draw a detailed picture
of your favorite place in the box. What would you see, hear, feel, taste, smell? On another piece of
paper use these questions to help describe this setting:
• What kinds of buildings are there?
• What is the geography or topography like?
• What kinds of plants and trees grow there?
• What are people doing there?
• What kind of work is going on there?
• What sounds do you hear?
• What might you smell?
• What would you enjoy doing there?
• What is the temperature/weather like?
325
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TEACHER BACKGROUND
Introduction to Elaboration
So often, when students begin expository writing, they will simply write a number of facts, without elaborating or
expounding on these facts. When we, as teachers, respond by asking, “Could you add some more details?” students
generally locate nouns and insert adjectives. These adjectives are often color words, size words, or number words. They
have, in fact, followed our directions; however, this simplistic approach to elaborative detail does little for the overall
strength of the piece. The problem is not in students’ responses - the problem is that our directive to them is ineffective.
Here’s a sample of this.
Original Student Version in which the author simply states facts:
Lighthouses are built to warn sailors about dangerous rocks. They use lights as a warning. Some use loud horns
called foghorns to warn ships. Lighthouses used to all have a lighthouse keeper. Nowadays lighthouses often work
automatically.
Typical Student Revision based on an ineffective cue: “Could you add some more details?”:
Tall lighthouses are built to warn sailors about really dangerous rocks. They use strong yellow and red lights
as a warning. Some use very loud horns called foghorns to warn sailing ships. Old lighthouses used to all have a
lighthouse keeper. Nowadays new lighthouses often work automatically.
Clearly you can see how the student added some “details”, but how these “details” add little to the writing. In the next
example, the author “shows” rather than “tells”, using details in powerful, effective ways:
Tall, sturdy lighthouses are built along the shore to warn sailors about huge ledges of treacherous, craggy
stone hidden beneath rough waters. Powerful yellow and red lights blink and flash warnings, marking the
dangerous places for ships to avoid. Some use very loud, low-pitched sirens called foghorns to warn sailing ships
who cannot see through thick fog hanging over the water. Lighthouses built before the age of electricity
used to require a lighthouse keeper to fill the lamps with oil and keep the lenses clean and free of ice. Nowadays
modern lighthouses use sophisticated technology to work automatically.
In order for students to eventually apply these concepts to writing, we change our teaching cues - the quality of the
questions we ask will determine the quality of the responses students give. Eventually, students internalize the
questions, and begin to apply them independently.
So what are the “detail generating questions?” They are listed on the Student Reference Sheet on the next page.
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TEACHER BACKGROUND
TEACHER BACKGROUND
Communities
Student Reference Sheet
Detail Generating Questions
for Expository Writing
• What does it “look like”?
(sound like? feel like? taste like?
smell like? seem like?)
• Why is it important?
(Why is that important to your main idea?)
Note the
application o
f
the detail gen
erating questio
ns.
327
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TitleLESSON 3
How does
er
this empow
ting?
strong wri
Good…and Better!
Objective
S tudents recognize the difference between simply stated facts and fully elaborated
details. Before students can be expected to reflect this in their own writing, they must
be able to recognize it as they read.
Preparation/Materials
Photocopies and/or the means to project p. 329 Good and Better.
Procedure
Lesson At A Glance:
Whole Class and
Independent Activity
1) E xplain to students that some authors, when preparing a report or other
information piece, simply give the readers facts, without elaborating on them.
Discuss “showing” vs. “telling” - and explain that facts come alive for the reader
when the author allows the reader to see, hear, feel the facts.
• Discuss the power of
“showing vs. telling”
2) S hare an example of GOOD...and BETTER. Ask which sentence they feel is more
interesting and informative. Point out the sensory information included in the
“BETTER” examples. For older students, point out the “Why is it important?”
elements.
• Students proceed
independently
3) A
llow students to read the additional pairs of sentences and begin to evaluate
them in these terms. Have a class discussion about their evaluations.
• Share an example from
p. 329 Good and Better
• Discuss responses in
literary terms
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Good….and Better!
Name: Read each pair of sentences. In one sentence the author simply presents an important detail. In
another, the author presents the same detail....only better! Label each sentence...GOOD if the author
simply presents an important detail, and BETTER if the author fully elaborates!
1) _____________Lots of people work in communities.
_____________Women and men do many different jobs in order to keep
communities safe and happy for the people who live there.
2) _____________Many people volunteer their time in parks, schools, and
hospitals in order to provide services that community workers
may not be able to provide.
_____________People volunteer to help in their towns.
3) _____________Communities that provide good schools, police protection,
and enjoyable outdoor spaces attract families and businesses.
_____________Families and businesses move to strong communities.
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TitleLESSON 4
this
What does
with
have to do
expository
writing?
What Does it Look Like?
Why is it Important?
Objective
Students think about community helpers and describe them in terms of ‘what they
“look” like?’ and how the services they provide are important. Applying “What does
it ‘look’ like?” and “Why is that important?” is critical to move students beyond the
simple listing of facts in a piece of expository writing.
Preparation/Materials
Photocopy and/or the means to project p. 327 Detail Generating Questions, p. 331
What Does it Look Like? Why is it Important? Gather a collection of common school
supplies – Ex. pencil, ruler, crayon, backpack, etc.
Procedure
1) B
ased on the Teacher Background Information on p. 326, discuss the importance
of elaboration in expository writing. Introduce the Detail-Generating Questions
that help authors move beyond just listing facts. Distribute p. 327 Detail
Generating Questions.
2) On the board write the following:
JUST THE FACTS
WHAT DOES IT LOOK LIKE?
WHY IS THAT IMPORTANT?
Lesson At A Glance:
Whole Class and
independent Activity
• Create a grab bag of school
supplies
• Use these to demonstrate
the power of “What does
it look like? Why is it
important?”
• MODEL how to match
descriptions on p. 331 with
each community worker
• Color code evidence of
“What does it look like?
Why is it important?” in
each description
Hold up the pencil. Stand before ‘JUST THE FACTS’ and state: I have a pencil.
Move before ‘WHAT DOES IT LOOK LIKE?’ and state: I have a yellow number 2 pencil with a new pink eraser.
Then move before ‘WHY IS THAT IMPORTANT?’ and state: I have a yellow number 2 pencil with a new pink eraser
that I use to complete my school work.
3) N
ext, hold up another object, and repeat the process, eliciting responses to the detail-generating questions
from the students. Point out how much more powerful this is than simply stating facts.
4) F inally, distribute p. 331 What Does it Look Like? Why is it Important? And read through theinstructions together.
Read the descriptions of each community worker, and as a class, match the description to the illustration.
For closure, go back and discuss the color-coding of each description to indicate the “What Does it Look Like?
Why is it Important? part of the descriptions.
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What Does it Look Like? Why is it Important?
Name: Think about each detail featured below. Imagine an author will be including this detail in an
expository piece about community helpers in Tomsville. In order for the reader to better visualize what
the author is writing about, the author must answer two questions about each detail: What does it
look like? Why is it important?
See if you can draw a line connecting the detail picture with its ‘What does it Look Like? Why is it
Important?’ description.
Dr. Torres in her white coat, stethoscope around her neck,
helps keep the community in good health.
Each day you’ll see Mr. Hansen in his sturdy work clothes,
mask, and gloves, up at the crack of dawn collecting trash
and keeping the town clean and beautiful.
You’ll recognize Officer Jackson in his police uniform
and cap, along with his dog, King, patrolling the
neighborhood, preventing crime and making people
feel safe.
Stella Smith, in her helmet and boots, can be seen
zooming by with siren blaring, on her way to put out a fire
and save lives.
BONUS: Go back to each description and underline the ‘WHAT DOES IT LOOK LIKE?”
part in RED. Underline the ‘WHY IS IT IMPORTANT?’ part in GREEN.
331
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TitleLESSON 5
How does
ve
this impro
expository
writing?
Your Turn – What Does She/He Look Like?
Why is their Job Important?
Objective
Students write about school community helpers and describe them in terms of
‘what they “look” like?’ and how the services they provide are important. Applying
“What does it ‘look’ like?” and “Why is that important?” is critical to move students beyond the simple listing
of facts in a piece of expository writing.
Preparation/Materials
Lesson At A Glance:
Photocopy and/or the means to project p. 327 Detail Generating Questions, p. 333
Your Turn – What Does She/He Look Like? Why is their Job Important?
Students will need paper, pencil, and crayons.
Whole Class and
Independent Activity
Procedure
• Review detail generating
questions
1) B
ased on the Teacher Background Information on p. 326, review the importance of
elaboration in expository writing. Revisit the Detail-Generating Questions that help
authors move beyond just listing facts on p. 327 Detail Generating Questions.
• Discuss school community
helpers as indicated on
p. 333
2) D
istribute p. 333 Your Turn – What Does She/He Look Like? Why is their Job
Important? Discuss school community helpers. Make a list of school helpers and
discuss what they do to make the school a better place.
• Students draw a favorite
school helper
3) A
sk students to select a school community helper that they’d like to write about.
Following the instructions on the page, have students draw a detailed picture
of the school helper of their choice in the box provided. This will be used for
reference when they begin to write. Draw one of your own as well.
• MODEL a description of a
school community helper
• Students write their own
during GUIDED PRACTICE
4) M
ODEL your own example of a description of a school community helper using
the detail- generating questions, eliciting a range of responses from students and incorporating these in your
modeled sample. Point out the questions that elicit the physical description (What does she/he look like?) and
which elicit the ways in which he/she helps. (Why is their job important?)
Ex. I see Miss Walters strolling down the hallway. Her long, straight black hair falls gently over her shoulders.
The smiling expression on her face tells you that she is friendly and always ready to help. She wears bright
colors and long dangling earrings that sway as she walks. Her dark eyes sparkle and glow. You’ll find her in the
reading room where she works one on one with students. I can’t believe how she can teach kids how to sound
out words and understand what they read. Franklin School is a community of excellent readers thanks to her.
5) M
ove to GUIDED PRACTICE and circulate, offering students assistance as they begin writing about their school
community helper. Remind them to refer to the detail-generating questions, and to use sentence starters if necessary.
6) W
hen finished, have students cut out their illustration and mount it on a large piece of construction paper beside
their written description. Display in the hallway as a way to celebrate school helpers.
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What Does She/He Look Like? Why is their Job Important?
Name: Your Turn
Think about your school community. Think of all the people who work in your school to make it a place where you feel safe,
happy, and where you learn a lot. Select one person who works in your school. Draw them in the box. Be sure to fill the box
with your drawing. Then, use the questions ‘What does she/he look like? Why is their job important?’ to describe them. Use
sentence starters to help you with your description.
✁
Think about your school community helper:
• How big or tall?
• What kind/color of hair?
• What kind of expression does she/he wear?
• What kind of clothing does she/he wear?
• Where does this person work?
• What does this person do?
• What is this person good at?
• How does this person help you?
• What would it be like without his or her help?
Sentence Starters
She/he is_______________________________ .
You’ll notice her/his_______________________ .
She/he always___________________________ .
The expression on her/his face tells you________ .
She/he wears____________________________ .
You’ll find her/him in ______________________ .
She/he spends her/his days_________________ .
I can’t believe how good she/he is at__________ .
She/he helps me by_______________________ .
Without her/him _________________________ .
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LESSON 6
Sentence or Not a Sentence?
Objective
Students use information to construct complete sentences, identifying
subject/predicate.
Preparation/Materials
Photocopies and/or the means to project p. 335 Sentence or Not a Sentence?
and have the Map of Tomsville, p. 324 available for reference.
Procedure
1) R
emind students that in order for others to understand what is written, authors
need to write complete thoughts in complete sentences. Ask if they can
remember what complete sentences need. If necessary, prompt them by
charting the following:
WHO/WHAT
See if they can remember the next part of a sentence (DOING/DESCRIBING).
Encourage them to discuss capitalization and punctuation rules.
Lesson At A Glance:
Whole Class and
Independent Activity
• Review subject/predicate
• Read p. 335 Sentence or
Not a Sentence and have
students identify fragments
• Add missing parts to create
complete sentences
• Have them refer to map and
write complete sentences
using this information
•For closure – add map
coordinates that relate to
each sentence
2) Explain that they will be reading a series of sentences about the community
of Tomsville. Distribute and/or project p. 335 Sentence or Not a Sentence?
Review the directions, then read each example aloud. See if they can identify the
examples of sentence fragments (items 3, 4, and 6) and add the missing DOING/
DESCRIBING part to complete the sentence.
3) H
ave students proceed independently, placing a slash between the subject and
predicate of each sentence.
4) H
ave students refer to the Map of Tomsville, p. 324 in order to construct a number
of complete sentences independently. Circulate as they work, sharing strong
examples aloud.
5) F or closure, have students find the locations mentioned in each sentence on the
Map of Tomsville, p. 324 and note the coordinates.
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Sentence or Not a Sentence?
Name: Read each item, below. The subject (who/what part) of each is a PROPER NOUN – the name of a
place in Tomsville. But, some of these items are missing the predicate (doing/describing) part needed
to make it a complete sentence. Put a √ in front of each complete sentence and use a / to separate
the subject and predicate. Then write the predicate for the incomplete sentences.
1) The Tomsville Father’s Club runs a carnival every year.
2) Toms River is a fun place for boating.
3) The Tomsville Mall has
4) Oak Street is lined with
5) The Tomsville Town Hall is on the same block as the Fire Station.
6) The Tomsville Apartments
Look at the map of Tomsville. Write four complete sentences that include proper nouns, describing
different locations found on the map. Be sure to use proper capitalization and punctuation.
1)_______________________________________________________________
_______________________________________________________________
2)_______________________________________________________________
_______________________________________________________________
3)_______________________________________________________________
_______________________________________________________________
4)_______________________________________________________________
_______________________________________________________________
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335
LESSON 7
Come on Over to Tomsville – Persuasive Brochure
Objective
hrough a tri-fold brochure, students select and write about three locations/
T
attractions that would persuade readers to visit these destinations. They will apply
the productive questions: ‘What does it look like? Why is that important? in order to
convince their audience.
Preparation/Materials
Have the Map of Tomsville, p. 324 available for reference and the sample brochure
featured on p. 337 titled Come on Over to Tomsville. Children will need paper,
crayons, and pencils.
Lesson At A Glance:
Whole Class and
Independent Activity
• Discuss the ways in which
children can be persuasive
•Look at sample brochure
and point out specific detail
that is persuasive
Procedure
• Use map to select three
favorite places
1) A
sk children to think about the ways in which they try to convince the adults
in their lives to allow them to go somewhere, do something, or, perhaps, buy
something (Use a specific example such as getting a dog, or going to the movies).
Chart the ways they can be persuasive. The list might include:
• Create tri-fold brochures for
these destinations, including
persuasive text
• citing the benefits for everyone involved
• highlighting the ease with which it can be accomplished
• discussing the negative aspects of not going along with the suggested plan.
2) T
ogether, look at the tri-fold brochure featured on p. 337. Read the description and discuss each highlight featured,
pointing out the ‘What does it look like? Why is it important?’ elements in the description. Explain that it is important
to stress the benefits each featured location offers to the reader.
3) H
ave them refer to the Map of Tomsville, p. 324 and select what they consider the three most appealing attractions
or locations. Explain that they will be illustrating and writing about these in a tri-fold brochure of their own making.
(OPTION – You might choose to use locations in your own community instead of Tomsville. The use of Tomsville allows
the practice of simple map skills along with the writing)
4) D
istribute construction paper. Have then hold it horizontally and fold it into thirds. Have them use the top 2/3 of each
segment for their illustration. Encourage them to draw large enough to fill the space. Then, using the questions ‘What
does it look like? Why is it important?’ have them write their p
ersuasive statements about each place (about a sentence
or two for each) Have them write this on lined paper cut to size, so that each can be pasted onto the bottom of the
corresponding illustration.
5) To reinforce their awareness of ‘What does it look like? Why is it important?’ have them underline ‘What does it look
like?” in red, ‘Why is it Important?’ in green. Display these brochures around the map of Tomsville.
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Persuasive Brochure
Name: Come on Over to Tomsville!
Imagine you are in charge of convincing or persuading people to visit or move into Tomsville. Look at the map again and think
of everything people might enjoy about this town. Decide on your three favorite attractions in Tomsville. Make a tri-fold
brochure advertising these attractions. Your brochure should have an illustration for each along with a ‘What Does it Look Like?
Why is it Important?’ description. BONUS: Read each description in the brochure, above. Underline the ‘What does it look like?’
part in RED and the ‘Why is it important?’ part in GREEN.
Visitors and residents love Tomsville’s
modern train station that connects them
to nearby communities.
Animal lovers enjoy a stroll through
the Tomsville Zoo to enjoy and
learn about wildlife.
The beautiful, new Tomsville Mall with
over one hundred stores and restaurants
offers shoppers everything they could
ever want, all under one roof!
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LESSON 8
Postcard from Your Town or City
Objective
Students review and practice the organization of a friendly letter by creating a
postcard with a persuasive text. They practice writing an address appropriately.
Preparation/Materials
Photocopies and/or the means to project p. 339 Postcard from Your Town or City,
and, if possible, photographs of your town or city. (These are often available online
on your municipal website, or from your local town, city offices, local realtors, or
chamber of commerce) A collection of actual postcards is also helpful. You can also
find images for “picture postcards” online that feature the front and back of picture
postcards, past and present.
Procedure
1) A
sk the class if their family has ever sent or received a postcard. Show students
a variety of postcards (see preparation/materials, above). Ask them what they
notice about postcards: • an appealing photo that is intended to entice someone
to visit • a photo that gives information about a place • a space on the back to
write a friendly letter • a place for an address and stamp
Lesson At A Glance:
Whole Class Activity
• Discuss a persuasive letter
• Show students a postcard,
indicating the various sections
• Students design a postcard
with a picture from their
own town or from Tomsville
• MODEL a friendly persuasive
letter
• During GUIDED PRACTICE
students write their own.
• Demonstrate how to
address a postcard
2) E xplain that they will have an opportunity to design a postcard and to write a friendly letter. (You may provide
photos of attractions from your own town or refer to the Map of Tomsville, p. 324 and have children select a place
from the map) Distribute copies of Postcard from Your Town or City, p. 340. Compare the drawing of the postcard
to real postcards, or images of postcards.
3) H
ave children illustrate their postcard face. They should fill the entire front of the card. Another option is to use a
collage technique, cutting out photographs and gluing them into a montage.
4) R
eview the friendly letter format: • Greeting • Indent • Body • Closing
Project the postcard back, p. 341 and MODEL a friendly letter touting what this postcard place has to offer. Be sure
to use ‘What does it look like? Why is it important?’ in your modeling. Emphasize the organizational elements.
Ex.
Dear Bella,
As you can see, my hometown of Shelton has a lot to offer! Last week we went hiking on the beautiful nature
trail pictured here. We inhaled the fresh pine scent of the air, crossed a beautiful little footbridge, and spotted
a variety of birds, squirrels, and even a mother deer and her fawn! I wish you would come for a visit to Shelton
so that we could enjoy a nature walk together.
Your Friend,
Mia
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LESSON 8
Postcard from Your Town or City
5) D
uring GUIDED PRACTICE students begin their own friendly letter on the back of their postcard.
Circulate and offer feedback.
6) F inally, show children how to write an address properly on the right-hand side of the postcard back.
For homework, have them bring in the address of the friend or family member to whom they wrote the
friendly letter portion of the card.
7) I f you photocopy the postcard on cardstock, you can actually have students mail these to the intended
recipient. See if your school office will postmark and mail them.
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Postcard from Your Town or City
Name: People love to receive postcards. A postcard is a card with a picture on one side and a letter and
someone’s address on the other. On the card below, draw a detailed picture of your favorite place in
your town or city. On the back write a friendly letter to someone who lives in another place. Explain in
your letter what you enjoy most about where you live.
Front
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Postcard from Your Town or City
Name: Back
BONUS: Address your postcard properly!
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LESSON 9
Suspense at the Tomsville Zoo!
Objective
Students review and practice the use and function of suspense within a narrative story.
Preparation/Materials
Photocopies and/or the means to project p. 344 Suspense at the Tomsville Zoo!
and Mystery Creature p. 346 If possible, you can also find images for “zoo animals”
online that students can refer to. Have p. 194 available for reference
Procedure
1) R
efer to the teacher background on suspense, p. 194 to inform your instruction.
Discuss the power of suspense in a narrative story – how a suspenseful segment
makes the reader want to read on! Remind them how authors use word referents
to describe something without naming it in order to create suspense.
2) E xplain that they will be hearing the beginning of a story that ends with some
suspense. They will be completing the suspenseful segment using the word
referent technique.
3) P roject and or distribute copies of Suspense at the Tomsville Zoo! Read it aloud,
with children following along. When finished, ask them to imagine the mystery
animal that escaped.
4) E xplain that each of them will write a description of the escaped animal they
imagine, without naming it until the end.
Lesson At A Glance:
Whole Class and
Independent Activity
• Discuss the function of
suspense in a narrative story
• Together, read p. 344
Suspense at the Tomsville
Zoo!
• MODEL a suspenseful
segment that describes,
but does not name, the
mystery animal
• Point out the use of word
referents
• During GUIDED PRACTICE
students select and write
their own suspenseful
segment
• Students create a lift-the
flap presentation – p. 346
Mystery Creature!
5) Select an animal and MODEL the use of word referents, using detail-generating questions:
• How big/small is the animal?
• What kind/color of fur/hair/skin/scales/feathers does it have?
• What kind/color/shape of fangs, claws does it have?
• What kind/color eyes, ears, snout, nose, tail does it have?
• What sounds does it make?
• How does it move?
• How does it make you feel?
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LESSON 9
Suspense at the Tomsville Zoo!
Ex.
I gasped when I caught sight of the beast. Its shaggy dark brown fur hung from its long arms
and stocky body. The creature crouched and stared at me with its dark, human-like eyes. It had a
large black nose and small ears on the sides of its head. This escaped animal’s face seemed sad, and
staring into its face made me feel as though I was looking at an old man. This primate curled back its
lips and beat its massive chest with its hands. It was a…gorilla!
Point out the word referents in bold faced print. These are helpful in keeping the reader in suspense.
6) H
ave children refer to the collection of zoo animal photos to select and illustrate their escaped animal in the box on
p.345 Post the detail generating questions and circulate during GUIDED PRACTICE, offering feedback. Encourage
them to use the word referents from your modeled sample and sentence starters on p. 346 Mystery Creature.
7) W
hen finished, glue the bottom of their written segment over the matching edge of their
animal illustration so that the reader can read the suspenseful
segment, and fold back the flap for the revelation.
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Suspense
Name: Suspense at the Tomsville Zoo!
Dad and I walked through the monkey house at the Tomsville Zoo. It was
dark and cool in there, like walking into another world. Behind the glass the
zookeeper had created a special habitat for the monkeys. Long, curly vines and
tangled branches filled the space. The little brown and gray monkeys chattered
and hung from the tree limbs by their tails. They smiled and jumped toward the
window where we stood. I made a face and waved my hands. The monkeys did
the same thing. “Monkey see, monkey do!” Dad said.
Suddenly there was a commotion outside. “What’s going on?” I asked.
We ran out into the sun, squinting. “Everyone, out of the way!” a guard yelled.
“There’s an animal on the loose! Nobody move!”
We froze in our tracks. The guards rounded up all the guests into a fenced
area around the snack bar where we would be safe. We watched from there.
Before long a police officer arrived to be sure we all stayed back. A group of five
guards and zookeepers crept in all directions, looking under, over, and behind
everything. Suddenly, from the bushes right behind the fence where I stood, I
heard a noise. I peered between the fence and gasped!
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Suspense
Name: What animal did you see behind the bushes? Don’t give it away too soon! Draw the escaped
animal in the box below. Then, describe the animal without naming it - until the very
end. Think about what it looked like (tail, paws, feathers, teeth, scales, ears, eyes, fur, size)
what sounds it made, how it moved, how you felt when you saw it. Write your descriptive
suspenseful segment on the next page. Use the sentence starters to help you.
Fold line
s Draw zoo animal in box above. s
Glue writing here.
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Suspense
Mystery Creature!
• It was the size of a______________. • The animal’s body was covered in____.
• I watched it open its mouth and____. • The creature had__________________.
• It looked at me and______________. • When its eyes met mine I felt________.
Fold line
s Describe zoo animal in box above. s
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LESSON 10
Why write
c
an acrosti
poem?
Acrostic Poem
Objective
S tudents create an acrostic poem describing their town or city community.
Writing this type of acrostic poem is a great way to identify and use adjectives.
Preparation/Materials
Photocopies of the sample acrostic poem, p. 348 If possible, refer to photos or
postcards of your town used in the Postcard Activity, Lesson 8, for inspiration.
Procedure
1) P roject or distribute the sample acrostic poem, p. 348 Read it to them, pointing to
each word, beginning by reading/pointing to the vertical title/topic of the poem:
“Tomsville,” then read each horizontal descriptive word, top to bottom, ending
with the topic again, Tomsville:
TOMSVILLE:
Terrific
Outstanding
Magnificent
Scenic
Very friendly
Interesting
Lots to offer
Likeable
Exciting
TOMSVILLE!
Lesson At A Glance:
Whole Class and
Independent Activity
• Define and read an
acrostic poem
• Define adjectives as
describing words
• Brainstorm adjectives to
describe their town
• Children create their own
town acrostic poem
Ask students to describe the pattern they see. (the use of initial letter sounds for each word) Explain that
they’ll be writing a class Acrostic Poem describing their town or city.
2) Discuss “adjectives” or “describing words.” Point out the adjectives in the Tomsville Acrostic Poem.
3) P rint the name of your town or city vertically. Begin to generate lists of adjectives with the proper initial letters.
Show them how multiple words can be used (ex. Very friendly, Lots to offer)
4) As a class, assign the adjectives to the town/city name and write them in.
5) Finally, using a pointer, have them read their acrostic poem aloud together.
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Acrostic Poem
Name: Your town, here:
TOMSVILLE:
Terrific
Outstanding
Magnificent
Scenic
Very friendly
Interesting
Lots to offer
Likeable
Exciting
TOMSVILLE!
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