Ohio Standards Connections:
The student will write a narrative that:

a. Sustain reader interest by pacing action and developing an engaging plot,

b. Use a range of strategies and literary devices including figurative language and specific narrator,

c. Include an organized, well-developed structure.

Lesson Summary:

Students begin by reading, discussing and critiquing children’s books. They will choose a topic of interest in Language Arts, including but not limited to authors, poets, and literary movements. Students will research the topic and begin their book. After they create their book they will share their finished project with elementary children.

Estimated Duration:

Two weeks

Pre-Assessment:

Brainstorming ideas about favorite children’s books and why. Discuss qualities and components of a good story. Teachers should review basic aspects of storytelling including developing characters, setting and plot.

Scoring Guidelines:

Teacher judgment

Post-Assessment and Scoring Guidelines:

See attached rubric

Instructional Procedures:

1. Students will be asked to share their favorite picture book with the class. The class will review and critique the book in discussion groups answering some of the following questions:

· Is the book age appropriate?

· Is the information authentic (are there “blue” elephants?)?

· Are there setting, characters, plot, conflict, and resolution?

· What makes this your favorite children’s book?

2. A children’s author will come and visit and work with students on ideas for their books. Students will look at:

· book prototypes,

· artists, rough drawings paired with finished pages

· the make-ready pre-printing pages

· the 8 page signatures uncut off the press

· unbound proofs

· the final product

3. Students will spend a day in the library researching the topic or background of their book.

4. Student will begin process of writing by utilizing:

· Character Graphic Organizer 1

· Character Graphic Organizer 2

· Problem Graphic Organizer

· Story Moods Organizer

· Setting Graphic Organizer

· Story Map For Narratives

Peer and teacher review will be given as feedback during the process

Differentiated Instructional Support

Students with IEPs will be given the added support of their tutors and special ed teachers.

Extension

After the books are completed arrangements will be made to transport ninth graders to our elementary school to read their books to younger students.

Homework Options and Home Connections

Further research, writing of the book, search for graphics or drawing them may be worked on at home.

Interdisciplinary Connections

Career: Students will be exposed to the careers of publishing and writing and be given the opportunity to act professionally.

Materials and Resources:

For teachers

Alphin, Elaine Marie. Creating Characters Kids Will Love

Dadey, Debbie and Jones, Marcia Thornton. Story Sparkers: A Creativity Guide for children’s Writers

Mogilner, Alijandra. Children’s Writer’s Word Book

Poynter, Dan. Writing Nonfiction: Turning Thoughts into Books.

Shepard, Aaron. The Business of Writing for Children: An Award-Winning Author’s Tips on Writing and Publishing Children’s Books, or How To Write, Publish, and Promote a Book for Kids.

For students

Above books

Graphic organizers

Resources for their particular topic

Key Vocabulary

Picture books, easy readers, chapter books, middle-grade novels, young-adult novels, nonfiction, poetry and verse.

Technology Connections

Students will access the Internet for background information of their topic

Students will use their choice of any of the Microsoft Office products to enhance and complete their book.

Research Connections

Include research that supports the content or methods of instruction within the lesson.

General Tips

Record observations and suggested modifications to facilitate instruction and student learning in the lesson.