A Picture Book Writing Lesson from WritingFix
Focus Trait: VOICE Support Trait: CONVENTIONS

Navigating WritingFix:

Return to the WritingFix Homepage

Return to the Picture Book Lessons Page

Return to the Voice Homepage

________________

Navigating this lesson:

Lesson & 6-Trait Overview

Student Instructions

Teacher Instructions & Lesson Resources

Student Writing Samples from this Lesson

_________________

On-line Publishing:

Publish your students at our Ning!
(You must be a member of our "Writing Lesson of the Month" ning to post.)

 

Teachers' Guide:

Interjected Emotions!

voicing a story about a sporting event or a recess activity

This lesson was built for WritingFix after being proposed by NNWP Teacher Consultant Patty Foncault at an SBC-sponsored inservice class.

The intended "mentor text" to be used when teaching this on-line lesson is the picture book No, David! by David Shannon. Before writing, students should listen to and discuss the writing style of this book's author.

To our loyal WritingFix users: Please use this link if purchasing No David! from Amazon.com, and help keep WritingFix free and on-line. We thank you!


A note for teacher users: These lessons are posted so that you may borrow ideas from them, but our intention in providing this resource is not to give teachers a word-for-word script to follow. Please, use this lesson's big ideas but adapt everything else. And adapt it recklessly; that's how you become an authentic writing teacher.

Teacher Instructions & Lesson Resources:

Step one (sharing the published model):  Teachers should stress, while enjoying No, David! aloud with their students, how the author has taken the everyday reality of rules we all have to follow and turned it into a humorous story.  It is something they can readily relate to. The interactive activity below is intended as a follow-up to reading the story, and it attempts to inspire students to follow David Shannon’s example.

Read only the first half of the book aloud again. After reading, ask students to guess which word was used most: David or No.  Assign half of the class to count the Davids and half to count the Nos on the next read-aloud. 

Next, ask your students to recall how many different ways David Shannon strung those two words together.  They'll remember some, but your students will also invent ways of putting the two words together that Shannon didn't use. Celebrate that creativity!  That's the point of this writing activity!

Now ask your students to recall the complete sentences said to David in the second half of the book.  You might cover up the words and show them the pictures to spark their memories.

Finally, have your students unpack David Shannon's punctuation.  He uses lots of commas in correct places (between the interjections and the character's name, which most students don't notice at first), and he uses both exclamation points and periods to help us say the few words on each page with the correct emotion.  Give your students similar examples to attempt to write, and challenge them to put punctuation in the right spots.  "Yes, Sally. Yes. Yes!" 


Step two (introducing models of writing):    Tell students, "You will be writing a story today about a sporting event or a physical activity that might happen out on the playground.  First, you will create lines of possible dialogue that might be said by characters who participate or observe the activity in your story.  Then, you will use that emotion-filled dialogue in between descriptions of the physical activity, in order to make a short story."

To show them what you mean, show the two pages of the attachment below on your overhead projector.  The first is a teacher model.  The next two are fourth grade samples.  Repeat these instructions after students have read together these three samples: "You will be writing a story today about a sporting event or a physical activity that might happen out on the playground.  First, you will create lines of possible dialogue that might be said by characters who participate or observe the activity in your story.  Then, you will use that emotion-filled dialogue in between descriptions of the physical activity, in order to make a short story."

WritingFix Safely Publishes Students from Around the World! In 2008, we first began accepting students samples from teachers anywhere who use this lesson. Hundreds of new published students now go up at our site annually!

We're currently looking for student samples for other grade levels for this lesson!  Help us obtain some from your students, and we'll send you a free resource for your classroom!  Visit this lesson's student samples page for details.

 

Step three (thinking and pre-writing):   The interactive word game on the student instructions page might inspire your students with interjection or character ideas for this writing task, but they might very well have ideas for their eight-sentence stories on their own.  Have student writers commit to a interjections and character names.  The graphic organizer below will help them brainstorm and compose all the different sentences they might use in their story.  Modeling suggestion:  As teacher, you might want to have a graphic organizer on an overhead that you can complete in front of your students with your own idea for a story.

Share Original Graphic Organizers (for Pre-Writing)
from Your Teaching Toolbox.

We share graphic organizers with our peers, we find them in books, and we think we should also be able to find tried-and-true ones online at WritingFix. This year, if you create an original graphic organizer (or adapt one of ours) when you teach this page's lesson, and post it, we might just end up publishing it directly here at WritingFix, and we will post it here, giving you full credit.

  • Original graphic organizers for specific lessons, like this one, can be submitted as an attachment at this link. Look for the "Reply to this Box" beneath the post. To be able to post, you will need to be a member of our free Writing Lesson of the Month Network.

Step four (revising with specific trait language):   One tool for revision is provided below. 

To promote response and revision to rough draft writing, attach WritingFix's Revision and Response Post-it® Note-sized templates to your students' drafts.  Make sure the students rank their use of the trait-specific skills on the Post-it® Note-sized templates, which means they'll only have one "1" and one "5."   Have them commit to ideas for revision based on their Post-It rankings.  For more ideas on WritingFix's Revision & Response Post-it® Note-sized templates, click here.

Share Original Revision Techniques or
Adaptations from Your Toolbox.

Inspired by Barry Lane's Reviser's Toolbox, the WritingFix website encourages its teacher users to adapt our lessons, especially the tools of revision we have posted here. If you create an original revision tool (or adapt one of ours) when you teach this page's lesson, and post it, we might just end up publishing it directly here at WritingFix, and we will post it here, giving you full credit.

  • Original revision ideas from teacher users of WritingFix can be submitted through copy/paste or as an attachment at this link. Look for the "Reply to this Box" beneath the post. To be able to post, you will need to be a member of our free Writing Lesson of the Month Network.

Step five (editing for conventions):  After students apply their revision ideas to their drafts and re-write neatly, require them to find an editor.   If you've established a "Community of Editors" among your students, have each student exchange his/her paper with multiple peers.  With yellow high-lighters in hand, each peer reads for and highlights suspected errors for just one item from the Editing Post-it.  The "Community of Editors" idea is just one of dozens and dozens of inspiring ideas that is talked about in detail in the Northern Nevada Writing Project's Going Deep with 6 Trait Language Workbook for Teachers.


Step six (publishing for the portfolio):   The goal of most lessons posted at WritingFix is that students end up with a piece of writing they like, and that their writing was taken through all steps of the writing process. After revising, invite your students to come back to this piece once more during an upcoming writer's workshop block.  The writing started with this lesson might become even more polished for final placement in the portfolio, or the big ideas being written about here might transform into a completely different piece of writing. Most likely, your students will enjoy creating an illustration for this writing as they ready to place final drafts in their portfolios.

Interested in publishing student work on-line? You might earn a free classroom resource from the NNWP! We invite teachers to teach this lesson completely, then share up to three of their students' best revised and edited samples at our ning's Publish Student Writers group.

To submit student samples for this page's lesson, click here. You won't be able to post unless you are a verified member of this site's Writing Lesson of the Month ning.


Learn more about David Shannon's books by clicking here!


WritingFix Homepage Lesson & 6-Trait Overview   Student Instructions
Teacher Instructions & Lesson Resources  Student Writing Samples

© WritingFix. All rights reserved.